Using Forensics - NSTA

Arlington, Virginia

By Laura M. Sanders Arndt

Using Forensics

Copyright © 2008 by the National Science Teachers Association. All rights reserved.

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Claire Reinburg, DirectorJudy Cusick, Senior Editor Andrew Cocke, Associate EditorBetty Smith, Associate EditorRobin Allan, Book Acquisitions Manager

Art And design Will Thomas, Jr., Director Tim French, Senior Graphic Designer—Inside DesignD.W. Miller, Illustrations

Printing And Production Catherine Lorrain, Director nAtionAl science teAchers AssociAtion

Gerald F. Wheeler, Executive DirectorDavid Beacom, Publisher

Copyright © 2008 by the National Science Teachers Association.All rights reserved. Printed in the United States of America.11 10 09 08 4 3 2 1

librAry of congress cAtAloging-in-PublicAtion dAtA

Arndt, Laura M. Sanders, 1960- Using forensics : wildlife crime scene! / by Laura M. Sanders Arndt. p. cm. Includes bibliographical references and index. ISBN 978-0-87355-270-7 (alk. paper) 1. Wildlife crime investigation. 2. Forensic sciences. I. Title. HV8079.W58A76 2007363.25’98--dc22 2007030774

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Only if we understand

can we care.

Only if we care

will we help.

Only if we help

shall they be saved.—Jane Goodall, noted English primatologist, ethologist, and an-thropologist and founder of the Jane Goodall Institute

We, as educators and parents, have the vital task of helping our students, children, and all people understand the essential role wildlife plays in the health and balance of our natural ecosystems. Our own survival and quality of life is dependent on this balance. When we care, we are will-ing to step up and speak out to give animals a voice. When we humans and animals have one voice, then wildlife will be saved and we will all thrive from the Earth’s diverse, en-riching, balanced ecosystems.


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Acknowledgments ....................................................................... viiiScientific and Law Enforcement Advisers .......................................xAbout the Author ............................................................................xiAbout the Illustrator ........................................................................xiForeword ...................................................................................... xiiiIntroduction ...................................................................................xv

Section 1: Wildlife Crimes Overview ...................................................... 1

Section 2: Training in Forensic Techniques .................................... 21

Lesson 1. Antlers and Horns ........................................................ 27Lesson 2. Blood and Blood Typing .............................................. 44Lesson 3. DNA Fingerprinting...................................................... 69Lesson 4. Fingerprints ................................................................. 83Lesson 5. Hair Identification .......................................................101Lesson 6. pH and pH Indicators .................................................116Lesson 7. Mammal Skulls ........................................................... 133Lesson 8. Tracks and Trace Fossils ........................................... 156

Contents


viiUsing Forensics: Wildlife Crime Scene!

Section 3:Investigating and Solving a Wildlife Crime ............. 185

Preparing for the Wildlife Crime Investigation ............................ 188 Investigation Day 1: Has a Wildlife Crime Been Committed? ......210Investigation Day 2: Interviewing the Cast of Characters (Suspects and Witnesses) .......................................................212Investigation Day 3: Sharing Interview Notes ............................. 227Investigation Day 4: Preparation ............................................................................ 236 Forensic Lab Tests of Evidence ............................................. 279Investigation Day 5: Forensic Lab Tests Continue ..................... 282Investigation Day 6 and 7: Summarizing Findings and Charging Suspects ..................... 285Investigation Day 8: Presentation of Case to the Prosecuting Attorney .................. 288

Section 4:Evaluations and Assessments ....................................... 293

Appendixes ............................................................................ 317

Appendix A: Bears: Loved Alive or Dead! ..................................319Appendix B: Meet the Experts ................................................... 323

Additional Resources ................................................ 333

Index ....................................................................................... 335


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Acknowledgments

The number of individuals who have contributed to this curricu-lum is humbling. My sincere thank-you goes out to each of those teachers, scientists, wildlife officers, students, friends, and fam-ily.

The authenticity of this updated version of the curriculum rest-ed with the Colorado Divison of Wildlife’s (DOW) Jeff Rucks. He patiently answered question upon question about wildlife crime and animal identification diagnostics. If he did not know the an-swers, he knew who would.

Mark Cousins (DOW), Steve Lucero (DOW), Warren Gartner (DOW), Jeff Stephenson (Denver Museum of Nature and Science), David Armstrong (University of Colorado at Boulder), and Julia Rainer (DNA lab scientist) all generously offered their expertise.

A former police officer and detective, my sister-in-law, Linda, helped me understand and incorporate the intricacies and lan-guage of investigating a crime from the moment an officer is sent to the crime scene to the presentation of the case in court. She fa-cilitated consultations with various judges, prosecutors, and law enforcement officials across the country.

My career-long gratitude goes out to Anne Tweed, my teaching partner for many years. She has given me endless encouragement to follow my dream of publishing this book. Her knowledge and enthusiasm for sound, issue-based science education made her invaluable in this project.

I wrote the original version of this curriculum in the early 1990s. The Division of Wildlife’s Liza Hunholz and Mark Lamb guided my creation of the first wildlife crime. Bernadette Antencio (U.S. Fish and Wildlife Service) gave insight into the national and in-ternational wildlife trade issues that became integral to the cur-riculum.

Niki Kigerl worked with me to teach, revise, and teach again the original version to hundreds of students in our outdoor natural-ist classes at Eaglecrest High School (Cherry Creek School Dis-trict) in Colorado. Many other teachers have been trained in the original curriculum and now teach it in their own classes. Their


ixUsing Forensics: Wildlife Crime Scene!

comments and support have been my inspiration to publish it for others.

A team of teachers, students, and adults interested in CSI (crime scene investigation) came together for a weekend workshop to pilot this updated curriculum. Their teaching expertise and cre-ativity helped strengthen the final version. I sincerely thank Ju-lia Rainer, Sung Baek, Lisa Johnson, Jessica Boline, Barbara Jones, Maria King, Nadyne Orloff, Henry Barrett, and Aron Villanyi. I also thank the people who reviewed this curriculum for NSTA Press: Paul Kuerbis, Bill Leonard, Steve Metz, Dennis Mucenski, Jeff Rucks, Howard Schindler, and Anne Tweed. I respectfully thank the NSTA Press team who worked on this book—Robin Allan, Judy Cusick, Tim French, Catherine Lorrain, and Claire Reinburg—for transforming the curriculum into a book for the science classroom.

I so appreciate my family (Roger, Erik, and Cory), my editor/mom Pat Sanders, and personal and professional friends who have been patient with my endless hours of writing and researching. I could not have done this without you.


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Scientific and Law Enforcement Advisers

Antencio, Bernadette, Eagle Repository, U.S. Fish and Wildlife Service, Denver, CO.

Armstrong, David, ecology and evolutionary biology, University of Colorado at Boulder.

Arndt, Linda, former police officer and detective.

Cousins, Mark, hunter education coordinator, Colorado Division of Wildlife, Denver, CO.

Gartner, Warren, conservation education supervisor, Natural Re-sources Education Center, Fort Harrison State Park, Indianap-olis, IN.

Hunholz, Liza, area wildlife manager, Colorado Division of Wild-life, Denver, CO.

Lamb, Mark, district wildlife manager, Colorado Division of Wildlife, Fairplay, CO.

Lucero, Steve, education coordinator, Colorado Division of Wild-life, Colorado Springs, CO.

Rainer, Julia, molecular and cellular biologist, secondary science educator, Golden, CO.

Rucks, Jeff, manager of education and outreach, Colorado Divi-sion of Wildlife, Denver, CO.

Stephenson, Jeff, zoology department collections manager, Den-ver Museum of Nature and Science, Denver, CO.

Tweed, Anne, principal consultant, McREL (Mid-continent Re-search for Education and Learning), Denver, Colorado. NSTA President 2004–2005.


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About the AuthorLaura M. Sanders Arndt taught high school outdoor naturalist, environmental science, and biology classes for nine years in Col-orado’s Cherry Creek School District (Eaglecrest High School).

She originally wrote and taught this wildlife forensics curricu-lum in the early 1990s for her outdoor naturalist classes. Since 1993 she has given workshops to many teachers to show them how to use the curriculum in their sixth–twelfth-grade classes.

Laura’s inspiration for writing the curriculum came from a life-long love and concern for wildlife. She has volunteered in in-ternational mountain gorilla conservation education since the mid-1980s, has written three curricula on gorillas for the United States and Africa, and has helped establish conservation educa-tion programs in Rwanda and Uganda. Project Wild and Project Learning Tree, as well as Colorado Geographic Alliance, set her path for writing issue-based, inquiry science units. Before begin-ning her teaching career, she worked as an educational ranger at Roxborough State Park, chose a master’s internship at Chicago’s Brookfield Zoo, and volunteered at the Denver Zoo and at an or-ganization caring for permanently injured raptors (Raptor Educa-tion Foundation).

Today Laura develops and facilitates hands-on inquiry science workshops, teaches science and nature enrichment classes and programs, writes science curricula, works with The Wildlife Ex-perience museum on developing education programs, and con-tinues efforts to support mountain gorilla conservation projects in Uganda and Rwanda.

She lives with her family, husband Roger and children Erik and Cory, in the ponderosa pine forest and wildflower-rich land of Franktown, Colorado.

About the IllustratorD. W. Miller likes to aid scientists and student-scientists in their exploration and explanation of the natural world. In addition to ap-pearing in numerous textbooks and magazines, his work has been used in displays for the American Museum of Natural History in


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New York, the Smithsonian Institution in Washington, DC, and the National Museum of Science and Industry in London. Miller, who lives in Bellingham, Washington, studied at Montserrat School of Visual Art in Massachusetts, Olympic Park Institute in Washing-ton, and the Art Students League in New York.


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ForewordHow do we get student’s attention … and keep it? In science class-rooms, posing a really interesting question or beginning with a mystery is a good way to begin. Students can’t help but ask, Why did that happen? How can that be true?

By creating a wildlife crime mystery that students have to solve, this curriculum gives students the opportunity to ask questions as they conduct their investigation. Teams of student scientists pursue their promising leads, they follow clues—and they some-times hit dead ends. Robert Cialdini, a social psychologist at Ari-zona State University, believes that there are significant benefits to teaching using mysteries since “the process of resolving mysteries is remarkably similar to the process of science” (2005. What’s the best secret device for engaging student interest. Journal of Social and Clinical Psychology 24 (1): 22–29).

Scientific mysteries exist wherever there are questions without ob-vious answers. What is causing global climate change? Why is it so hard to get some species of animals to breed in captivity? With a scientific question, students know where they are headed but don’t know for sure how they’ll get there. This uncertainty has been the power of using CSI (crime scene investigation) strategies in science classrooms. CSIs get students to make careful observa-tions, collect specimens for analysis, and conduct experiments to provide additional data. The result is classrooms where students question their own assumptions and ask questions about each other’s ideas.

As professionals, we must ask ourselves some important questions: How can our teaching practices help students to think and act like scientists? What are the best ways to motivate students to learn? And finally, what do my students need to have me do to promote curiosity and excitement while they learn? As the research on stu-dent learning shows, one clear goal is to engage students with the content. This book will provide teachers with an opportunity to do just that. And it is no mystery why students like to learn this way. It is fun and exciting to experience some of the wonder and awe that go with uncovering the mysteries and puzzles of science.

Anne TweedPrincipal Consultant, McREL

(Mid-continent Research for Education and Learning)NSTA President, 2004–2005



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IntroductionThe mystery and intrigue of crime scene investigations (CSIs) have captured the attention of the general public. Each week, millions of TV viewers marvel as a team of scientists uses foren-sic science to recreate the scene, track down suspects, and piece together the clues that solve a crime. The heroes of these shows aren’t the traditional muscle-bound men finding answers with their fists. Rather, they are men and women with strong back-grounds in science, solving crimes with their minds. While the focus of CSI is on human crime, many of the same techniques can be applied to crimes against wildlife.

Poaching (illegally hunting animals) is one of these crimes. Poaching means more than hunting out of season for meat. Poachers kill wildlife for a variety of reasons. Some kill for the thrill and power of it and do not even take the bodies. Others kill to have the trophy parts of animals. Still others kill animals to show their anger at wildlife laws, a person, or a situation. Last, but far from least, a large number of poachers kill for the money. Annual international wildlife trade is a multi-billion-dollar busi-ness involving millions of plants and animals. People involved in illegal wildlife trade may kill or capture the animals them-selves or hire others to do that job. In some poor countries, wild-life trade criminals become invisible middlemen by hiring local people to kill the animals. After paying them a small fee, the middlemen turn around and sell the animals or animal parts for large profits. Many are willing to do anything to get and sell their animal merchandise.

Forensic lab techniques can be used to solve these crimes. The National Fish and Wildlife Forensics Laboratory in Ashland, Or-egon, consists of a team of scientists working with national and international officials to investigate wildlife crimes. “The job of the lab is to determine the species source and analyze forensic evidence that could link it to a violation of wildlife law—and a human suspect”(Pahl 2003).

This book, Using Forensics: Wildlife Crime Scene!, combines two popu-lar topics—using forensic science for crime scene investigations and studying wildlife issues—to create a complex scientific investigation that can only be solved using inquiry-based strategies.


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Investigating a wildlife crime in the classroom allows students to solve cases in the same way as the new breed of TV heroes. Stu-dents will learn about such wildlife topics as ecosystems, species identification, biodiversity, and endangered species. They’ll then put that knowledge to use in the lab, using forensic investigation to collect the clues and catch the criminal.

Authenticity in the Crime and in the Lab The news reports of wildlife crimes that appear at the beginning of each lesson in Section 2 are actual offenses committed in the United States and internationally. The procedures used in the les-sons to investigate these crimes are many of the same performed in forensic labs to solve crimes against both wildlife and humans. The lessons in Section 2 and the wildlife crime investigation in Section 3 were written with assistance from Colorado Division of Wildlife officers and education staff, U.S. Fish and Wildlife staff, city and county law enforcement officers and detectives, and sci-entists from the Denver Museum of Nature and Science.

Field-Tested CurriculumThe original version of this curriculum was written in the early 1990s and taught to hundreds of high school students by the au-thor. Over 100 middle and high school teachers have also tested it in their classrooms. The updated curriculum presented here was piloted and reviewed by a dozen teachers and several wildlife of-ficers and scientists.

A Brief Outline of the BookSection 1, “Wildlife Crimes Overview”: Students are introduced to issues and facts about crimes against wildlife. Students iden-tify human actions that threaten specific kinds of animals, com-pare wildlife laws, and read about international wildlife trade.

Section 2, “Training in Forensic Techniques”: Students learn the specific skills required to investigate crimes. The lessons are independent of each other and may be taught in any order. They may be used as a series of lessons or as single units introduced during the school year as the material applies to the curriculum. The connections between each lesson and specific National Sci-ence Education Standards are given.


xviiUsing Forensics: Wildlife Crime Scene!

•Lesson 1: Antlers and Horns—Practice observation skills by describing, measuring, drawing, and identifying antlers and horns.

•Lesson 2: Blood Typing—Use card drawings of blood antigens and antibodies to construct blood types and determine safe transfusions for donors and recipients. Then conduct a lab using simulated blood to test for blood types and Rh factors of four fictitious people.

•Lesson 3: DNA Fingerprinting—Use a paper model of DNA to simulate laboratory steps to create a DNA fingerprint by cutting the DNA with an enzyme (scissors). Graph the DNA pieces to show how they were separated on a paper gel box model.

•Lesson 4: Fingerprints—After each student makes and identifies a set of his or her own ink fingerprints, lab groups make a set of unidentified fingerprints on a variety of surfaces. These unknowns are exchanged for another group to identify.

•Lesson 5: Hair Identification—Use a microscope to examine, compare, and classify hair from classmates and other mammals.

•Lesson 6: pH and pH Indicators—Learn about pH and pH indicators through a series of inquiry activities. Then conduct a lab using pH indicators to determine the pH ranges of known household solutions.

•Lesson 7: Mammal Skulls—Distinguish among teeth patterns of a variety of mammal skulls and categorize them by predicting what they eat. Then use a dichotomous key to identify mammal skulls.

•Lesson 8: Tracks and Trace Fossils—Unravel the stories shown on mystery track pattern cards. Identify mammal tracks found in a fictitious new protected wilderness area. Create a brochure to teach visitors about the wildlife. Food web and biodiversity extensions are described.

Section 3, “Investigating and Solving a Wildlife Crime”: Stu-dents investigate a wildlife crime involving bears. They inter-view a cast of crime suspects and witnesses, played by volunteer school staff and parents, and work in teams to explore all facets of the investigation. This case can be adjusted to fit the curricu-lum. Any forensic procedures not studied in Section 2 may be omitted from the investigation without affecting the investiga-tion’s impact.

• Investigation Day 1: Has a Wildlife Crime Been Committed? Students are introduced to the wildlife crime. Their investigative teams review the initial crime reports and other support papers, record information in their Investigator Notebooks, and begin filling out the timeline on the crime.


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• Investigation Day 2: Interviewing the Cast of Characters (Suspects and Witnesses). Investigative teams gather information from the suspects and witnesses.

• Investigation Day 3: Sharing Interview Notes. Investigative teams talk about information gathered by interviewers, record interview summaries, and begin to piece together the crime.

• Investigation Day 4: Forensic Lab Tests of Evidence. Investigative teams analyze crime evidence at ten lab stations.

• Investigation Day 5: Forensic Lab Tests Continue. Investigative teams share forensic lab test findings on evidence and discuss new ideas about the crime before completing their assigned labs.

• Investigation Day 6 and 7: Summarizing Findings and Charging Suspects. Teams work together to determine criminal offenses, suspects, and victims.

• Investigation Day 8: Presentation of Case to the Prosecuting Attorney. Teams present their case to the prosecuting attorney (teacher) to explain the evidence that supports the charges being made. The team with the most accurate case will make the arrest.

Section 4, “Evaluation and Assessment”: Upon completion of the wildlife crime investigation, the teacher can use the tools in Sec-tion 4 to evaluate both the student teams and individual students.

• Investigator’s Summary Packet—Students individually summarize their forensic labs from Investigation Day 4, interviews, and case results and bind their papers in a case report packet. They also evaluate themselves.

•Group Evaluation—Investigative teams evaluate team members on their contributions to solving the crime.

•Lab Practical Assessment—Students individually demonstrate their knowledge and skills in forensic lab techniques and solving the wildlife crime on a 30-question lab practical assessment. An answer key is provided.

•New Wildlife Crime: You’re in Charge—Students choose an online article about a current wildlife crime (from state operation game thief programs or from international animal trade news reports) and outline a plan for investigating the crime.


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Connections to the National Science Education Standards and to Inquiry ScienceThe connections between each lesson in Section 2 and the National Science Education Standards are given at the beginning of the les-son. In addition, the following standards are addressed in this book.

Standard Connection

Category

Lesson

Content Standard F—Population, resources, and environment (grades 5–8)

Natural resources(grades 9–12)

Science in Personal and Social Perspectives

Students will explain international legal and illegal wildlife trade and the impact of wildlife trade on bears. They will describe a variety of national and international wildlife laws and their role in protecting species and ecosystems.

Content Standard F—Risks and benefits (grades 5–8)

Science in Personal and Social Perspectives

Students will compare the costs and benefits of capturing or killing wildlife to society, the natural environment, and the individual.

Content Standard G—Nature of science (grades 5–8)

Nature of scientific knowledge (grades 9–12)

History and Nature of Science

Students will work in investigative teams to simulate actual law enforcement and forensic science procedures. They will repeatedly modify and refine explanations of the crime as they continue to gather and analyze more layers of physical, written, and verbal evidence. Their final step is to make an arrest based on scientifically analyzed physical evidence connecting the suspect, victim, and laws broken.

The entire process of investigating the wildlife crime—from reading the initial crime reports to arresting the suspect—requires students to demonstrate the full spectrum of steps and levels in scientific inquiry. Investigative teams can only solve the crime if they can connect dozens of discrete pieces of physical, verbal, and written evidence to the suspect, victim, and laws broken. In Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (NRC 2000), the authors identify five essential features of classroom


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inquiry (see column 1 in the table below); all of these features are found in this book.

Essential Feature of Classroom Inquiry

Inquiry Feature as Found in This Book

1. Learner engages in scientifically oriented question.

1. Students compose, revise, and respond to questions to guide the steps of their investigation.

2. Learner gives priority to evidence.

2. Students collect and analyze physical, verbal, and written evidence.

3. Learner formulates explanations from evidence.

3. Students must decide and explain how the evidence relates, or does not relate, to the crime. They must determine which evidence is weaker and which is stronger and then use the strongest to build their case connecting the suspect, victim, and laws broken.

4. Learner connects explanations to scientific knowledge.

4. Students discover that they can only make an arrest if they have strong connections between scientifically tested physical evidence and the suspect and laws broken. They cannot arrest based only on interviews and circumstantial evidence.

5. Learner communicates and justifies explanations.

5. Students must share information daily with their investigative teams. They must help each other understand results from lab tests and interviews in order to solve the crime. Every piece of the crime investigation is important. Students must summarize their findings for both class presentations and written assessment.


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Frequently Asked Questions and Concerns

About the Curriculum in General

How is this forensic curriculum different from others?The focus of this curriculum is on wildlife crimes rather than the human murders of other forensic curricula. The curriculum trains students as wildlife investigators and forensic scientists. They study wildlife laws and analyze case studies of crimes against wildlife. Many of the forensic labs in Section 2 relate to ecology and wildlife identification (mammal hair, tracks, antlers, and skulls), in addition to the traditional forensic labs on blood, DNA, and fingerprints. Students use their knowledge of forensic and wildlife laws to investigate and analyze evidence in a com-mon crime against wildlife (bear deaths and dismemberment).

By focusing on crimes against wildlife instead of humans, the cur-riculum can complement course topics such as endangered species, ecology, ecosystems, and environment science.

Everything I teach must be standards-based. How do I rationalize spending over a week of class time letting students solve a crime?National Science Content Standard A of the National Science Edu-cation Standards (NRC 1996) reads, “Science as Inquiry: All stu-dents should develop abilities necessary to do scientific inquiry [and] understandings about scientific inquiry” (p. 121). Solving the crime requires a large-scale, inquiry-based scientific investigation. Students apply their knowledge of scientific content and lab pro-cedures to real-life issues. By the time they have solved the crime, they know how to do scientific inquiry at all levels and understand the important steps of scientific investigation. Students realize they can “do science,” meaning they can figure out scientific mysteries and conduct investigations on their own. They recognize a reason to learn the scientific concepts of the course or unit and they are inspired to choose careers that use science.

More specifically, in the Teacher Guidelines for each training les-son in Section 2, you will find the connections between that les-son and specific content standards.


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Why doesn’t the curriculum start with the initial crime report and suspect and witness interviews? That would generate stu-dent interest prior to the training lessons. Great idea. As a matter of fact, when I first wrote this curricu-lum, I did just that. Unfortunately, it was not effective in the long run. (Maybe you would have better luck!) The students were so excited when they read the first crime report that they wanted to “solve the crime NOW!” That enthusiasm got stalled, and frus-tration set in, when they realized they had to go through many days of learning forensic content background and training labs. They lost the momentum and focus. Even if written down, facts and ideas for solving the crime were forgotten or confused. The crime lost its realism because they kept switching between being investigators and students.

By keeping the crime uninterrupted from beginning to end in Section 3, students feel as if they are investigating and solving the crime in real time. They discover new facts with every new report, interview, and lab test. Their enthusiasm, motivation, and focus stay high, and the competition among investigative teams is palpable as they huddle up to discuss their latest findings and try to piece the crime puzzle together. They even track down the cast members they have interviewed to question them further on their own time.

I already have a full curriculum. How do I fit this in?Here are some ways that teachers have used the material in this book:

• In both middle school classes and high school (biology, environmental science, and criminology) classes, teachers have incorporated the training lessons into their required curriculum throughout the year by blocking out time in advance to teach those concepts. Any training lessons not covered by their required curriculum are taught right before the wildlife crime investigation is used as a culminating activity.

•Some teachers use only training lessons that fit into their curriculum. This personalizes the crime to their class. The crime investigation may be conducted as an end-of-the-year assessment or taught sequentially from training lessons during the crime investigation.


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About Section 2: Training in Forensic Techniques

Why do some of the training lessons in Section 2 look like labs I already teach?That is on purpose! I intentionally mimicked labs commonly taught in science classes to reduce the amount of new content that teach-ers would have to add to their classes. If you already teach labs like these, you will have an easier time incorporating the crime inves-tigation, which is the unique piece that adds relevance to all the labs. The large-scale scientific investigation allows students to ap-ply their knowledge of your course content and lab procedures.

My students need more rigorous content and labs. Can I use the lab investigations and content I already teach in my class?Certainly! The labs in lessons 1–8 are basic labs. They are not meant to be a comprehensive study of the science content. That information can be found in many other science texts and re-sources. If you already teach the content found in one of the training lessons, you can use your own materials or incorporate the forensic lab or background as needed.

If you do not normally teach the concepts of a training lesson, but still want students to analyze the crime evidence, then spend a day or two going through the background and labs. This will give them enough information to analyze the evidence.

Note: Many of the labs in Section 2 model the actual lab proce-dures required to analyze the evidence presented in Section 3. If you do not model this, students might need more guidance dur-ing the crime investigation.

I don’t have time to teach all the training lessons in Section 2. How can I shorten the curriculum?You can cut out labs from the training lessons according to your time constraints, student ability levels, and course focus. If you cut out a training lesson, you will just give the students the lab results for the evidence during the crime investigation. I would wait until the teams have completed all or most of the other labs. Then give them the evidence results to the entire class, saying the analysis report was done by a different forensic lab.


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About Section 3: Investigating and Solving a Wildlife Crime

The set-up for the crime investigation requires a lot of prep time. How can I get everything ready without sacrificing other teaching responsibilities that compete for my time?The prep work for the crime investigation does take extra time. But once this is done, the students do all the work. You become a facilitator for the full crime investigation. You explain their next steps, hand out papers, answer their questions with guiding in-quiry questions, remind them of their team responsibilities, walk around, and watch them DO science.

The prep work is greatly reduced the second or third time you teach the curriculum. Keep crime materials organized together. I have labeled containers holding materials for each training lesson and steps of the crime investigation. Each container also has a list of materials needed. When I am ready to teach the curriculum again, I pull out the containers, check the lists, and add whatever materials are stored in other locations. Prep time is minimal!

Another way to reduce prep time is to have students read the suspect and witness reports instead of conducting interviews. Although the interviewing is a favorite part of the investigation for most students (as I discuss in the answer to the next question), it does add on organization time because of the need to find and prepare the cast of characters (i.e, the suspects and witnesses) and organize the interview day.

How can I make the crime as realistic as possible?As I said above, although the crime investigation can be short-ened by eliminating the suspect and witness interviews and hav-ing the students simply read the suspect and witness reports, the interviews make the crime feel very realistic. I have always had students do the actual interviews. One middle school teach-er who teaches the curriculum to seventh graders selects eighth graders to play the cast members. Students absolutely love this part because they are “real investigators” and get the characters’ statements firsthand. Student interview teams write interview questions, find and interview the characters in predetermined lo-cations around the school, call characters back in for follow-up


xxvUsing Forensics: Wildlife Crime Scene!

questioning as needed, and (the favorite part) make an arrest on school property and take the suspect to the principal’s office.

The cast members love it too. Teachers who have taught this cur-riculum for years, including myself, have waiting lists of staff and parents who want to be a character in the crime.

Can I add other crime evidence that lets students practice lab techniques they have learned in my class? Yes! Solving the crime is meant to be a realistic assessment of stu-dent knowledge and lab skills as learned in your class. If you are using the crime as an end-of-the course assessment, incorporate it with other lab procedures that are specific to your class’s cur-riculum. For example, if you teach chromatography, add chroma-tography testing of a black pen or marker found in the cabin. Just make sure the results of the added evidence either support the crime scenario or become irrelevant evidence that the student in-vestigators need to throw out. Remember that in actual crime in-vestigations, many pieces of evidence are analyzed, but only one or two may support the conviction of a suspect.

Can I add crime evidence and lab tests from other resources? Yes! Forensic science has exploded in popularity and many edu-cation publishers and science supply companies have developed forensic lab tests to use in classrooms. If you to use a lab tech-nique or technology from another source, just be sure to weave the evidence and lab tests into the story.

If one of my investigative teams is going in the wrong direc-tion in solving the crime, do I tell them? No, but you can ask them questions to help them discover where and how they might have gotten off course. Sometimes their test results of evidence give contradicting results. You can talk to them about what scientists do if this happens (repeat the tests!).

Keeping an Investigator Notebook Personal Investigator Notebooks (a form of the “science notebook” used by many classroom teachers; see Science Notebook Resources on page xxvii) are kept by police officers and detectives, wildlife


xxvi National Science Teachers Association

managers, and investigators in their daily work to record observa-tions, conversations, locations, questions, and hunches that come up during the day. As a crime case develops, they can refer to these notes to recall the detail needed in their formal reports.

In the same way, forensic lab scientists keep a notebook to record questions, hypotheses, procedures, data, observations, and ideas about any evidence they are analyzing. Using these notes, they can write and discuss the final report they give to the crime in-vestigators.

Throughout this curriculum, teachers prompt students to simi-larly use their Investigator Notebooks. For example, at the be-ginning of each lesson in Section 2, teachers will ask students to respond to the following questions in their notebooks:

•What do I know about [the topic of the lesson]? (Put a star by information you are not sure is accurate.)

•What do I want to know about [the topic of the lesson]?

At the end of each lesson, teachers can ask students to write down what they have actually learned from the lesson. These questions are based on the K-W-L format (see p. 4).

During the crime investigation (Section 3), teachers should give students a few minutes at the beginning of the class to read their notes from the day before and to write down what they will do today and what questions they hope to answer. At the end of the class students can summarize what they did and learned and write down at least one question they would like answered.

If you want the experience to be as realistic as possible, remember that most forensic scientists and law enforcement officers and in-vestigators keep personal journals of their work. Shouldn’t your students do the same?


xxviiUsing Forensics: Wildlife Crime Scene!

National Research Council (NRC). 1996. National science education stan-dards. Washington, DC: National Academy Press.

National Research Council (NRC). 2000. Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.

Pahl, M. April 2, 2003. U.S. “animal detectives” fight crime in forensics lab. National Geographic Today. http://news.nationalgeographic.com/news/2003/04/0402_030402_tvwildlife crimes. html

Campbell, B., and L. Fulton. 2003. Science notebooks: Writing about in-quiry. Portsmouth, NH: Heinemann.

Fulwiler, B. R. 2007. Writing in science: How to scaffold instruction to sup-port learning. Portsmouth, NH: Heinemann.

Gilbert, J., and M. Kotelman. 2005. Five good reasons to use science notebooks. Science and Children (Nov./Dec.): 28–32.

Klentschy, M. 2005. Science notebook essentials. Science and Children (Nov./Dec.): 24–27.



Using Forensics: Wildlife Crime Scene! �

Section 1

Wildlife Crimes Overview


� National Science Teachers Association

Section 1: Wildlife Crimes Overview

Crimes Against Wildlife

Teacher Guidelines

OverviewThis section sets the stage for upcoming forensic training les-sons (Section 2) and the crime investigation (Section 3). Activities and readings introduce students to issues and facts about crimes against wildlife by identifying human actions that threaten spe-cific types of animals, comparing wildlife protection laws, and exploring issues of legal and illegal international wildlife trade.

Time Required3–5 class periods

MaterialsEach student will need a copy of each of the following handouts:

“Essential Questions About Crimes Against Wildlife: Keeping an Investigator Notebook” (Handout A, p. 4)“Surrounded by Threats: Wildlife’s Challenge to Survive” (Handout B, pp. 5–6)“Agencies and Organizations With a Focus on Wildlife Crimes and Endangered Species” (Handout C, pp. 7–8)“The Billion-Dollar Market of International Wildlife Trade” (Handout D, pp. 9–14)“National and International Wildlife Laws and Agreements” (Handout E, pp. 15–19)

Teaching Plan

1. Students begin their Investigator Notebooks by responding to “Essential Questions About Crimes Against Wildlife: Keeping an Investigator Notebook” (Handout A).

2. Assign each student, or let each student pick, an animal from “Surrounded by Threats: Wildlife’s Challenge to Survive” (Handout B) to research online or in print material. Also give

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each student “Agencies and Organizations With a Focus on Wildlife Crime and Endangered Species” (Handout C), which includes websites they can use in their research.

3. After doing the research, students share information about their animal(s) and, as a class, they group the animals accord-ing to categories of threats (some categories of threats would be the following: use as pets, leather products, fur, jewelry, decorations, food/bushmeat, or medicines; the loss of their habitats; being seen as undesirable pests).

4. Students read and discuss “The Billion-Dollar Market of In-ternational Wildlife Trade” (Handout D).

5. Give students copies of “National and International Wildlife Laws and Agreements” (Handout E) to learn about and com-pare regulations protecting wildlife. As outlined on the first page of the handout, students first do a K-W-L in their Investi-gator Notebooks.

The teacher then decides if students will simply read and dis-cuss the brief descriptions of wildlife laws and agreements on pages 16–19 or if students will go online, using the forensic links on pages 7–8, to find out more. Another possibility is to make this a jigsaw activity by putting students into groups and assigning each group one of the 11 laws and regulations to read and/or research further. Then divide the groups so that one member of each group forms a new group to share findings. Have students make a data table (name of law, de-scription, other important information) in their Investigator Notebooks to summarize the laws.


Name Date


Handout A

Essential Questions

About Crimes

Against Wildlife: Kee

ping an

Investigator Noteboo

k


Students write responses to all or selected questions in their Investigator Notebooks* and discuss in small groups.

1. Use the K-W-L format to answer the following questions (K-W-L stands for: What I Know–What I Want to know–What I Learned):

What do I know about crimes against wildlife? (Put a star by information you are not sure is accurate.)What do I want to know about crimes against wildlife? What did I learn about crimes against wildlife? (Your teacher will tell you when it is time to answer this last question.)

2. Why do people poach (kill animals illegally)? See Handout D, “The Bil-lion-Dollar Market of International Wildlife Trade,” for information on this topic.

3. Why should a person care about crimes against wildlife?

4. Do crimes against wildlife affect the balance of an ecosystem? Justify your answer.

5. Does legal hunting or collecting of animals affect the balance of an eco-system? Justify your answer.

6. List a variety of crimes against wildlife in a table (column 1: Animal; column 2: Crime against this animal). Is one type of crime more serious than another? Explain.

*Note to the Teacher: For more information on the notebooks, read “Keeping an Investigator Notebook” on pages xxv–xxvi.

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Animals are fighting for survival in most ecosystems, countries, and bodies of water across the world. Who is their common competitor? Humans.

Pick one or more animals from the list below, as approved by your teacher. Search online or in printed resources for answers to the questions that fol-low the list. (For online resources, see Handout C, “Agencies and Organi-zations With a Focus on Wildlife Crime and Endangered Species.”) When done, report your findings to your class.

Partial List of Animals Threatened by Human Actions(Related animals faced by similar threats are grouped together.)

Handout BSurrounded

by Threats:

Wildlife’s Challenge to

Survive

Alligator, caiman, or crocodileAntelope, bushbuck, or other antelope speciesApes: gorilla, chimpanzee, orangutan, or gibbonBears: black, grizzly, polar, spectacled, sunBirds: cockatiel, cockatoos, parrots, macawsButterflies: rainforest species, monarchsCats: jaguar, leopards, lions, ocelot, tigersCoralElk, deerElephant: African, AsianFish: bluefin tuna, orange roughy, cod, caviarFish: salmonFish: tropical (coral reef) fish, sea horses

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FrogsHermit crabsInsectsLizardsManatees and dugongsMonkeysRaptors: eagles, hawks, owls, falconsRattlesnakesRhinocerosSeals, sea lions, walrusesSea ottersSea turtleSharksShellfishSongbirds: hummingbirds, tanangersSpiders: tarantulasWhales

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Handout BSurrounded

by Threats:

Wildlife’s Challenge to

Survive

For each animal:

1. What is the species?

2. Where does the animal live?

3. What is its ecosystem home?

4. How is this animal threatened, harmed, or killed by human actions?





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Handout CAgencies a

nd Organizations

With a Focus on Wild

life Crime and

Endangered Species

Government Agencies

National Fish and Wildlife Forensics Laboratory, U.S. Fish and Wildlife Service. www.lab.fws.gov

U.S. Fish and Wildlife Service, Department of the Interior. www.fws.gov

International Monitoring Organizations

CITES (Convention on International Trade in Endangered Species of Wild Fauna and Flora). www.cites.org

TRAFFIC (Wildlife trade monitoring network). www.traffic.org

World Conservation Union. www.iucn.org

World Wildlife Fund TRAFFIC, United Kingdom. www.wwf.org.uk/wildlifetrade/trade.asp

Organizations

African Wildlife Foundation. www.awf.org

Bushmeat Task Force. www.bushmeat.org

Caviar Emptor. www.caviaremptor.org

Conservation International. www.conservation.org

Defenders of Wildlife. www.defenders.org

Humane Society of the United States. www.hwus.org

International Fund for Animal Welfare. www.ifaw.org



Handout CAgencies a

nd Organizations

With a Focus on Wild

life Crime and

Endangered Species

International Gorilla Conservation Program. www.igcp.org

International Primate Protection League. www.ippl.org

Jane Goodall Institute. www.janegoodall.org

Mountain Gorilla Veterinary Project. www.mgvp.org

National Wildlife Federation. www.nwf.org

Naturewatch. www.naturewatch.org

Sea Turtle Restoration Project. www.seaturtles.org

Wildlife Conservation Society. www.wcs.org

Wildlife International. www.wildlife-international.org

World Wildlife Fund (Global Environmental Conservation Organization). www.panda.org

Wildlife Lists, Field Guides, and Interactive Games

Animal Diversity Web. http://animaldiversity.ummz.umich.edu/site/index.html

Colorado Division of Wildlife. http://wildlife.state.co.us/WildlifeSpecies

eNature, National Wildlife Federation. http://enature.org

Kids page, Federal Bureau of Investigation. www.fbi.gov/fbikids.htm

Monterey Bay Aquarium’s Seafood Watch Program. www.mbayaq.org/cr/sea-foodwatch.asp

Wildlife Conservation Society’s Go Fish Program. www.wcs.org/gofish

World Wildlife Fund (Biodiversity Basics). www.biodiversity911.org (includes games and interactives for learning about wildlife trade and sustainable seafood)





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Handout DThe Billio

n-Dollar Market

of International Wil

dlife Trade

Why Do People Poach Wildlife?Poachers are people who illegally kill wildlife. Some kill wildlife for the thrill and power of killing and leave the animal bodies in the field. Others kill in order to collect and display tro-phy parts of animals. Still others kill wildlife to show their anger at wild-life laws, a person, or a situation.

Last, but far from least, a large num-ber of poachers kill for the mon-ey. Annual international wildlife trade is a billion-dollar business involving millions of plants and animals. People involved in illegal wildlife trade may kill or capture the animals themselves or hire others to do that job. In some poor countries, wildlife-trade criminals become in-visible middlemen by hiring local people to kill the animals. After pay-ing them a small fee, the middlemen turn around and sell the animals or animal parts for large profits. Many are willing to do anything to get and sell their animal merchandise (TRAFFIC/Wildlife trade-monitoring network. www.traffic.org/wildlife/wild2.htm).

Hundreds of millions of animals and plants (tens of thousands of species) are taken from their natural habitats each year to meet the demand. Some

animals are captured for pets or live animal exhibits; others are killed for products such as clothing (fur, leath-er), jewelry, souvenirs, decorations, trophy parts, and medicines. Some wildlife are considered pests and killed to keep them out of areas in-habited by humans. Recently, the ille-gal or commercial trade in bushmeat (wildlife killed for food) in parts of Africa has passed habitat loss as the biggest threat to such animals as el-ephants, gorillas, forest antelope, and crocodiles (Bushmeat Crisis Task Force. www.bushmeat.org/whatis.html.)

What Is Legal Wildlife Trade?Most animals can be legally hunted, captured, and traded by following local, national, or international laws. Special permits are required to trade endangered or threatened wildlife and wildlife in fragile ecosystems. (An “endangered” species is one that is threatened with extinction. A “threatened” species is one that has an uncertain chance of surviv-al—that is, it is likely to become an endangered species.) The common goal of the laws is to keep the num-ber of animals in a species or pop-ulation high enough to protect the ecosystem’s health and to keep the species from going extinct.


�0 National Science Teachers Association

Handout DThe Billio

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dlife Trade

Why Do People Engage in Illegal Wildlife Trade?People begin hunting, capturing, and trading wildlife illegally when

Buyers can not find the product legally.There are more buyers than there are wildlife products available to buy.The wildlife is rare and hard to hunt or capture.

What Role Do YOU Play in International Crimes Against Wildlife? Most of us believe we never directly or intentionally harm animals. Un-fortunately, though, simply by living in today’s world we may be contrib-uting to wildlife crimes by unknow-ingly supporting the people who commit them. The key to breaking

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support for these illegal activities is increasing public awareness of the types of crimes committed against wildlife, the laws protecting wild-life, and the ways we may be con-tributing to these crimes.

Are You Breaking Wildlife Protection Laws When You Shop?Without looking very hard, it’s pos-sible to find and purchase either il-legal products or illegally obtained live animals in most communities in the United States. When we travel abroad, we may find beautiful unique souvenirs for sale. Ivory carvings, cor-al jewelry, leather belts and wallets, fur rugs or coats, wall decorations of feathers and shells, or collections of butterflies are tempting gifts.

We also might eat at a restaurant that offers exotic foods like sea turtle soup, shark steaks, songbird eggs or caviar. Markets in some parts of the worlds sell living and dead primates, antelope, and many other native ani-mals for meat. Bushmeat, meat from wildlife used as food, is often taken illegally and sold for profit. The gen-eral term bushmeat covers a diverse range of species, including monkeys, porcupines, rats, lions and even el-ephants. Purchases of any of these items can support crimes against wildlife. In some parts of the world,

Wildlife Trade FactWildlife trade is by no means always a problem and most wildlife trade is legal. However, it has the potential to be very damaging; populations of species on Earth declined by about 40%, on aver-age, between 1970 and 2000—and the second-biggest threat to species sur-vival, after habitat destruction, is wildlife trade. (TRAFFIC/Wildlife trade-monitor-ing network: www.traffic.org/wildlife/wild2.htm)



��Using Forensics: Wildlife Crime Scene!


Handout DThe Billio

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dlife Trade

bushmeat trade has become a more serious threat to wildlife popula-tions than habitat loss!

Though it may not be illegal to buy these items or food in other coun-tries, it is illegal to bring them into the United States. If customs agents find illegal animals, animal parts or products, they will confiscate them. The person possessing them could be fined or arrested.

How Do Your Purchases Support the Illegal Sales of Wildlife, Wildlife Parts, and Products?Look around your house, school, and favorite stores and restaurants. You might find an item made from an animal protected by law. Most peo-ple never realize they have bought something illegal. Others may say, “It does not matter. It was already dead.” or “Someone else would have bought it if I didn’t.”

The truth is that every purchase of an illegal animal, animal part, or product increases the incentive for sellers to get more. Sellers will al-ways find a way to meet the demand.

Local people are often hired to kill or capture animals for the seller. Your purchase adds to the demand for poachers to take more animals, dead or alive, from their natural habitat.

What Animals, Animal Parts, or Products Are Illegal to Have?All threatened and endangered an-imals and plants are protected by international and national laws. In rare instances some of these ani-mals and animal parts are allowed to come into the United States with a special government permit. Is your favorite animal endan-gered? The U.S. Fish and Wildlife Service maintains the Threatened and Endangered Species database System (TESS), listing all animals and plants classified as protected under American and internation-al law. The database is updated daily and may be viewed online at www.fws.gov/Endangered/wildlife.html#Species. The table on the next page is only a sampling of protect-ed animals and some reasons they are killed or captured. Many spe-cies of plants are also threatened.


�� National Science Teachers Association

Handout DThe Billio

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dlife Trade

Animal Examples Products made from these animals

Bears Polar, black, grizzly Paws for soup, gall bladders for tra-ditional medicine, claws for jewelry, fur for rugs, wallets, clothes, and decorative items. Mounted trophies.

Birds All migratory songbirds, raptors (hawks, eagles, owls, falcons), parrots, macaws, cockatoos

Many sold as pets. Feathers used in decorations. Mounted trophies.

Cats Jaguars, tigers, African lions, leopards, ocelots, margays

Fur rugs, coats, purses, wallets, decorations. Mounted trophies.

Elephants African and Asian elephants

Tusk ivory carved into trinkets, jewelry, and other decorative products. Feet made into stools and trashcans. Skin made into leather products.

Marine fish and invertebrates

Many species of fish and clams

Live animals for saltwater aquari-ums, decorations, and meat.

Marine Mammals

Walruses, whales, seals, sea lions, manatees, porpoises, sea otters

Purses, wallets, and clothing made from sealskin and sea otter fur. Scrimshaw (etching) or carvings from walrus ivory, narwhal bone, or whalebone. Mounted trophies.

Reptiles Sea turtles, crocodiles, alligators, caiman, many lizards and snakes

Many skin products such as hat-bands, shoes, belts, and wallets. Eggs and meat of some are eaten as delicacies. Mounted trophies.

Sharks Great White shark, nurse shark, whale shark

Meat, skin for shoes, teeth for dec-orations and jewelry.





Handout DThe Billio

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dlife Trade

What Laws Are Protecting Wildlife?Animals are protected by interna-tional laws and individual country laws. The Convention on Interna-tional Trade in Endangered Species of Wild Fauna and Flora (CITES) set laws to protect international trade of threatened and endangered spe-cies. More than 160 countries par-ticipate. In the United States, the Lacey Act makes it illegal to have any wildlife that was taken in vio-lation of state, federal, foreign, or Indian tribal law. Many other laws protect specific groups of animals (see “National and International Wildlife Laws and Agreements” [Handout E] for more information).

Who Is Poaching?Poaching rings and black market sales can be very profitable. In the United States poachers can be peo-ple you regularly see working at businesses, restaurants, hospitals, and schools. Their reasons for hunt-ing illegally vary from making ex-tra money, to showing their anger at wildlife laws, to feeling the thrill of hunting and killing. Worldwide, poaching is a serious ongoing prob-lem that governments are working to control. The demand for ivory en-ticed poachers to hunt the African elephant despite protective laws. As a result, the elephant population in

Africa was reduced by over 50% be-tween 1977 and 1997, from 1.3 mil-lion to 600,000 (Source: de Seve, K. 2001. The elephants of Africa. From the television series Nature, by Thirteen/WNET: New York. Text available online at www.pbs.org/wnet/nature/el-ephants/poaching.html.)

Who Is Protecting Our Wildlife?Wildlife protection spans from na-tional agencies and organizations to the actions of one person. Interna-tionally, the organization TRAFFIC monitors wildlife trade. Nationally, the U.S. Fish and Wildlife Service employs wildlife inspectors and agents to uncover illegal wildlife ac-tivity. Every state has a department of natural resources with state wild-life officers and managers.

Many nonprofit organizations, such as the International Primate Protection League, work to protect animals and educate the public about wildlife concerns. Many of these organizations rely on indi-vidual citizens like you to report il-legal activity.

What Can I Do?You can also help protect wildlife from crimes. If you see any sus-picious activity when you are in a natural area, report it to local



Handout DThe Billio

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dlife Trade

wildlife officers or police. If you see products being sold that you suspect are made from protected animals, report it. When you shop, find out what the product is made of before buying. Do not buy pets taken from the wild. Follow the suggested buying rule, “If in doubt, do without.”

For more information, visit the web-sites listed in Handout C, “Agencies and Organizations With a Focus on Wildlife Crime and Endangered Species,” especially the websites under “International Monitoring Organizations.”

How Can You Monitor Your Own Environment?Ask yourself the following questions:

1. What types of items have I seen or heard about in my community that might have been made ille-gally from animal parts?

2. What kinds of animals have I seen or heard about in my com-munity that are sold at pet stores or that people have as pets?

3. How can I help reduce crimes against these animals?





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Handout ENational a

nd International Wil

dlife

Laws and Agreements

Student OverviewFor over 100 years, people have protected our wildlife by establishing state, national, and international laws. These protective measures can be credited with bringing many species back from the brink of extinction. Wildlife of-ficers and investigators must understand the laws and be able to recognize when they have been broken. In this activity, students will choose one or more national or international wildlife laws to read about (or research in more depth) and describe to classmates.

Instructions

1. Use the K-W-L format to answer the following questions in your Inves-tigator Notebooks about laws that protect wildlife. (K-W-L stands for: What I Know–What I Want to know–What I Learned):

What do I know about laws that protect wildlife? (Put a star by information you are not sure is accurate.)What do I want to know about laws that protect wildlife?What did I learn about laws that protect wildlife? (Your teacher will tell you when it is time to answer this last question.)

2. Use the following forensic links to conduct research on the 11 laws and agreements listed on pages 16–19.

Bushmeat Crisis Task Force. www.bushmeat.orgCITES (Convention on International Trade in Endangered Species in Wild Flora and Fauna). www.cites.orgDigest of Federal Resource Laws of Interest to the U.S. Fish and Wildlife Service. U.S. Fish and Wildlife Service. www.fws.gov/laws/lawsdigest/indx.htmlEndangered Species Handbook. www.endangeredspecieshandbook.org/legislation Federal Laws and Related Laws Handbook. New Mexico Center for Wildlife Law. http://ipl.unm.edu/cwl/fedbook/airhunt.htmlTRAFFIC (The Wildlife Trade Monitoring Network). www.traffic.org

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Handout ENational a


dlife

Laws and Agreements


1. CITES: Convention on International Trade in Endangered Species of Wild Fauna and Flora The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) is a voluntary international agreement between 169+ international govern-ments. It provides varying amounts of protection to more than 33,000 plant and animal species whose sur-vival is threatened by international trade of the species.

Appendixes I, II, and III to the con-vention are lists of species given different levels or types of protec-tion from over-exploitation. Ap-pendix I lists about 800 species that are threatened with extinction, and CITES generally prohibits commer-cial international trade in speci-mens of these species. However, trade may be allowed under excep-tional circumstances, for example, for scientific research. Appendix II lists about 32,500 species that are not necessarily now threatened with extinction but may become so unless trade is closely controlled. The species can only be traded with import and export permits. On Ap-pendix III, the approximately 300 species are not threatened by ex-tinction globally, but one country has asked other countries for help in controlling the trade.

2. African Elephant Conservation ActThis act, passed in 1988, helps pro-tect the African elephant by assisting African countries to enforce laws in places where the elephant is native. It also established the African El-ephant Conservation Fund. The act prohibits countries from importing raw African elephant ivory or prod-ucts made from this ivory. The act was successful in stopping the large international elephant ivory market. In 1989, African elephants were list-ed as endangered (CITES Appendix I; see #1 above), which ended the in-ternational legal trade of their ivory.

3. Airborne Hunting ActThis act, a section of the Fish and Wildlife Act of 1956, prohibits ha-rassing, capturing, or killing birds, fish, and other animals from aircraft. Specifically, while flying in an air-craft, you can not shoot or attempt to shoot any bird, fish or other animal; you can not use an aircraft to harass any bird, fish or other animal; and you can not knowingly participate in using an aircraft for any of these purposes.




Handout ENational a


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Laws and Agreements

4. Antarctica Conservation ActThe federal law, enacted in 1978, pro-tects the plants and animals of Antarc-tica as well as Antarctica’s ecosystems that the animals depend on for surviv-al. Certain products cannot be taken onto land or ice shelves or into water in Antarctica. Waste can not be left on ice-free land areas or put in water, and cannot be burned in a way that puts pollutants into the air. All ves-sels coming to Antarctica must follow the regulations in the Act to Prevent Pollution from Ships. All expeditions must be government-approved, and all members of an expedition must know about the environmental pro-tection regulations of this act.

The following activities are only per-mitted by special permit: disposing of waste that is not approved by the Act to Prevent Pollution from Ships; intro-ducing any nonnative species; enter-ing any Antarctic Specially Protected Area; and capturing, transporting, buying, selling, or possessing any native animal or plant.

5. Eagle Protection ActThis act, passed in 1940, protects the bald and golden eagles in the United States. It is illegal to import, export, harm, capture, or bother the eagles. It is prohibited to sell, purchase, or exchange body parts, nests, eggs, or products made from these ani-mals. Permits may be given for sci-entific research, exhibits, or Native

American spiritual purposes. Viola-tors may be fined from $100,000 to $500,000 and be sentenced to up to two years in prison.

6. The Endangered Species Act The Endangered Species Act of 1978 prohibits bothering, harming, chas-ing, hunting, capturing, and collect-ing those species that are listed as endangered or threatened with CITES (see #1 above). It also prohibits sell-ing, transporting, and possessing a listed species illegally taken within the United States (land, fresh water, and ocean). The regulations are ap-plied to living or dead animals, their body parts, and products made from their body parts. Special permits may be given.

When species are listed by CITES as endangered, it has been shown that they are in danger of extinction in their natural habitats. Species clas-sified as threatened could become endangered if current threats to their survival are not controlled. The Endangered Species Act gives addi-tional protection to species that look similar to those listed as endangered or threatened.

Violators of the Endangered Spe-cies Act may be fined up to $50,000 and/or sentenced to one year in prison for crimes involving endan-gered species and $25,000 and/or six months in prison for crimes involv-ing threatened species.



Handout ENational a


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Laws and Agreements

7. Humane and Healthful Transport RegulationsThe Humane and Healthful Trans-port of Wild Mammals and Birds into the United States regulations took effect in 1992 under the Lacey Act (#8 in this list). The purpose is to stop the high death rate and inhu-mane treatment of live animals be-ing imported into the United States. Almost 350,000 caged birds arrived dead in the United States between 1980 and 1991. These regulations re-quire that birds and other animals transported to this country are in cages with plenty of space and are given adequate food and water. They also require that, during the travel period to the United States, the ani-mals are inspected frequently to en-sure their healthy arrival.

8. Lacey Act Before 1900, European and U.S. fash-ion featured hats decorated with beautiful bird feathers (plumes). Tens of thousands of birds across the world were killed to supply this demand. The Lacey Act of 1900 was passed to stop this enormously dam-aging trade of bird parts, as well as the killing and trading of deer and other animals for the meat trade. The act strengthened existing laws by prohibiting transporting, buy-ing, and selling wildlife and wildlife body parts across state lines. Before the act’s regulations went into ef-fect, people in one state would kill

the animals illegally and then cross into another state where the animal was not native to legally sell it. The Lacey Act prohibits transporting, buying, selling, importing, and ex-porting of any wildlife or plants that are obtained illegally.

Amendments to the act in 1981 raised maximum penalties under the act to sentences of up to one year in jail and/or fines of up to $100,000 for misdemeanors, and five years imprisonment and/or fines up to $250,00 for felonies. Maximum fines for organizations in violation of the Lacey Act are $200,000 for misde-meanor violations and $500,000 for felonies. In addition, vehicles, air-craft, and equipment used in a vio-lation, as well as illegally obtained fish, wildlife, and plants, may be subject to forfeiture. Persons who provide information on violations of the Lacey Act may be eligible for cash rewards.

9. Marine Mammal Protection ActBefore the Marine Mammal Protec-tion Act was passed in 1972, millions of dolphins were drowned in nets set for tuna. The act prohibits harassing, hunting, capturing, killing, import-ing, or exporting marine mammals (sea otter, walrus, polar bear, dugong, whales, sea lions, and seals). Marine mammals are protected in any ocean or sea or on land controlled by the United States. A permit can be granted





Handout ENational a


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Laws and Agreements

to zoos or scientific research programs for the capture of marine mammals.

Importing and exporting marine mammals is strictly controlled by permit. U.S. ports and harbors can-not import or export any illegally-taken marine mammal; they cannot possess any illegally taken marine mammal, body parts, or products; and they cannot transport, buy, or sell any marine mammal, body parts, or products.

10. Migratory Bird Treaty ActThe Migratory Bird Treaty Act pro-hibits the killing of non-game, na-tive migratory birds to be sold for meat or feather trade. First signed in 1918, it now is an agreement among the United States, Canada, Mexico, Japan, and Russia.

The regulations prohibit killing, harming, capturing, possessing, buying, or selling any migratory bird, its feathers or other body parts,

nests, eggs, or products made from body parts. Migratory bird hunt-ing regulations allow the taking of ducks, geese, doves, woodcock, and some other species during estab-lished hunting seasons. Special per-mits may be granted for birds bred in captivity.

Violators can be fined up to $500,000 and sentenced to up to two years in prison.

11. Wild Bird Conservation ActThe Wild Bird Conservation Act of 1992 restricts the huge business of importing wild birds into the United States for the cage bird trade. This law bans the importation of most wild-caught birds, including wild parrots, hummingbirds, and birds of prey. Special permits may be grant-ed to zoos and captive breeding programs. Bird imports have been dramatically reduced because of en-forcement of this act.


156 National Science Teachers Association

Section 2: Training in Forensic Techniques

Lesson 8: Tracks and Trace FossilsThe Crime: “West African Black Rhino Extinct, Group Says”

Investigator Questions

1. Whatisthesuspectedcrime?

2. Whatkindsofevidenceofrhinoswereexpertslookingfor?

3. What trace (temporary) fossilevidence frompoachersmighthavebeenfound?

“The West African black rhi-noceros has likely gone extinct, the World Conservation Union (IUCN) announced last week…. Extensive surveys in northern Cameroon, the animals’ last known refuge, found no trace of the rhino subspecies….

“Richard Emslie of IUCN’s Species Survival Commission told BBC News that a trio of experts systematically scoured 1,200 miles (2,500 kilometers) of habitat in northern Camer-oon. The survey failed to find any sign of the West African black rhino. ‘They looked for spoor [droppings], they looked for the rhino’s characteristic way of feeding, which has an effect like a pruning shear,’ Emslie, a rhino expert based in KwaZulu-Natal Province, South Africa, told the news service. ‘But they didn’t find anything to indicate a contin-ued presence in the area…. They did, however, come across lots of evidence of poaching,

and that’s the disconcerting thing.”

“Poachers have hunted the animals for decades for their horns to supply markets in Ye-men and Asia. Rhino horn is used in traditional Asian medi-cine to fight malaria, epilepsy, fevers, and other ailments. In Yemen the horns are in demand as carved handles on traditional daggers…. According to some es-timates, there were 14,000 black rhinos as recently as 1980 and more than 100,000 in 1960.”Excerpts taken from Markey, S. July 12, 2006. “West Afri-can Black Rhino Extinct, Group Says,” National Geographic News: Animals and Nature. http://news.nationalgeographic.com/ news/2006/07/060712-black-rhi-no.html. For a related article, see Appel, A. December 12, 2005. “Foot-prints May Be Key to Protecting Rare Rhinos.” National Geograph-ic News. news.nationalgeographic.com/news/2005/12/1212_051212_wildtrack.html


157Using Forensics: Wildlife Crime Scene!


Lesson 8: Tracks and Trace Fossils

Teacher Guidelines

Overview Animalandhumantracksareoneofmanytypesoftrace(tempo-rary)fossilsthatleavecluesaboutwhowasatacrimesceneoroth-erlocationandaboutwhathappenedthere.Inthislesson,studentsdiscoverwhatcanbelearnedfromtracksandothertracefossilsbytellingthestorieshiddenincluesofmysterytrackpatterns.Takingontheroleofwildlifebiologists,theywillidentifyanimaltracksfoundinanewwildernessareaandmakeafieldguideforvisitors.Anextensionactivityhasstudentsreportonthepredictedpreda-tor/preybalanceintheareabasedontheirfindings.

Connections to the National Science Education StandardsStandard Category Lesson Connection

Content Standard A— Abilities necessary to do scientific inquiry (grades 5–12)

Science as Inquiry

Students examine a variety of track evidence, identify who made each, and describe the animal’s behavior when pos-sible.

Content Standard C— Diversity and adaptations of organisms (grades 5–8)

Interdependence of organisms (grades 9–12)

Life Science Students identify and com-pare tracks of species living in the same ecosystem. They use references to create a field guide describing tracks, other trace fossils, and animal interactions in the ecosystem.

Time Required1or250-minuteclasses

Materials•Handouts(oneforeachstudent):

“MysteryTrackPatternCards”(Handout8-A,pp.161–165)




“TrackingTraceFossils”(Handout8-B,p.166)“MakingTrackstoProtectLand:StudentLabInvestigation”(Handout8-C,p.168)“TracksFoundinaNewProtectedWildernessArea”(Handout8-D,p.170)“FieldGuidetoMammalTracks”(Handout8-E,p.175)

Teaching PlanGetting Ready

1. Copythe“MysteryTrackPatternCards”(Handout8-A).(Makeenough for half of the class—students will work in pairs—tohave one of each.)Cut apart the trackpattern cards and sortthembynumbertomakeasetof1s,asetof2s,etc.(Optional:Uselife-size rubberorplaster trackreplicas toenhance the“Mys-teryTrackPatternCards.”Thesecanbepurchasedfromsciencesupplyandnatureeducationsupplystoresorborrowedfromalocalnaturecenter,statedivisionofwildlife,orstatepark.)

Guiding Students

1. Readaloudanddiscuss“TheCrime:‘WestAfricanBlackRhi-noExtinct,GroupSays.’”

2. UsetheK-W-Lformat.HavestudentsrespondintheirInvesti-gatorNotebooks:

What do I know about tracks and trace fossils? (Put a star by information you are not sure is accurate.)What do I want to know about tracks and trace fossils?

3. Makeaclasslistofwhatcanbelearnedfromlookingattracks.

“Mystery Track Pattern” Activity

1. Place copiesofMysteryTrackPatternCard#1 facedown infrontofstudents(onecardforeachpairofstudents).Afterev-erypairhas apattern card, tell them to turn the cardover,look at it, and quietly discuss what the tracks suggest washappening.Thenhavestudentsexplaintheirproposed“trackstories” to the class. Repeat Step 1with pattern cards #2–8.(Theanswersareonthesheet“AnswerstoMysteryTrackPat-terns”onp.165.)

2. Explaintracefossils(i.e.,temporarypiecesofevidence),with

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•ExtensionStudents can create their own mystery track patterns. Have them use the “Field Guide to Mammal Tracks” (Handout 8-E) to design a mystery track pattern that tells a story about one or more animals. The animal story can relate to the wil-derness area or can be about any animals in the field guide. Post or share the drawings and have stu-dents figure out their class-mates’ track stories.




tracks being one example. Note that all animals leave tracefossils that canbe identified. In somecases, this is theonlyevidencepeoplefindofarareorshyanimal.Havestudentsbrainstormtrace fossils (e.g., feathers,nests,burrows,bones,scat)anddiscusswhatcanbelearnedfromtracefossils.

3. Have students read “Tracking Trace Fossils” (Handout 8-B)andanswerthe“WhatDoesItMean?”questionsattheend.

4. Pass out “Making Tracks to Protect Land: Student Lab In-vestigation”(Handout8-C).Read“YourJob”aloudandgivestudentsoptionsforthedesignoftheirfieldguides.Passout“TracksFoundinaNewProtectedWildernessArea”(Hand-out8-D).Afterstudentsmeasurethetracksin“TracksFoundinaNewProtectedWildernessArea,”theycangetthe“FieldGuidetoMammalTracks”(Handout8-E)toidentifythetracksandbeginresearchfortheirownfieldguides.

5. Studentsmaketheirownfieldguides.

Note: Beforebeginning,decidehowyouwantstudentstodesigntheirfieldguides.Theycanbedoneonthecomputerorbyhandonfull,half,orthree-foldpapers.Youmayaltertheinformationyouwantstudentstopullfromthe“FieldGuidetoMammalTracks”dependingonyourtimeandcoursefocus.

6. HavestudentsreadtheircommentsontracksandtracefossilsintheirInvestigatorNotebooks(What do I know about traks and trace fossils? What do I want to know about tracks and trace fossils?)andwritea response to the followingquestion:What have I learned about tracks and trace fossils?

7. Revisit“TheCrime:‘WestAfricanBlackRhino,GroupSays’”asaclasstoseeifstudentshavenewinsights.




BearTracker’sAnimalTrackDen.www.bear-tracker.com

GetatracksfieldguideforyourzipcodeatNationalWildlifeFedera-tion.eNature.com/zipguides

Tracking,Tracks,andSign:MammalTracksandSign.www.wildwood-survival.com/tracking/mammals/index.html

Burt,W.H.,andR.P.Grossenheider.1976. Field guide to the mammals: Field marks of all North American species found north of Mexico. Peter-sonFieldGuideSeries.Boston:HoughtonMifflin.

Halfpenny,J.C.1986.A field guide to mammal tracking in North America.Boulder,CO:JohnsonBooks.

Halfpenny,J.C.1998.Scats and tracks of the Rocky Mountains.Helena,MT:Falcon.

ExtensionsInvite a member of a search-and-rescue team to speak about tracking people who are lost.Give students a piece of shoe-size foil. Have them set the foil on car-peted floor or a folded towel and gently step on it to make a track of their shoe print. Show the tracks to the class and ask what the differ-ences are between the tracks. Explain that search-and-rescue teams encourage hikers to make foil tracks before leaving their camps or ve-hicles. They are invaluable if someone gets lost.Invite a hunter to talk with students about how he uses tracks and other trace fossils to locate animals he is hunting. Invite a division of wildlife officer to talk with students about how she uses animal tracks and other trace fossils to locate and identify ani-mals or criminal suspects. Measure students’ stride and straddle (stride = the distance from where a part of one foot touches the ground to where the same part of the other foot touches the ground; straddle = the width between the outer edges of two feet—perpendicular to travel.). Use pedometers to determine how many strides it takes to travel a mile and how that num-ber differs among individuals. Find stride information for different-size animals and determine the number of strides they take in a mile.

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Name Date

Handout 8-A

Mystery Track Patter

n Cards

1

2


Handout 8-A


n Cards


3

4



Handout 8-A


n Cards



Handout 8-A


n Cards

5

6


Name Date


Handout 8-A


n Cards

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Name Date

Handout 8-A


n Cards

Answers to “Mystery Track Pattern Cards”Belowarethestoriestoldbythetrackpatterns:

1. Apersonwalks,sitsdown,takesoffshoes,standsup,andwalksaway.

2. Apersoniswalkingabike,swingsherlegoverthebike,pushesoff,andridesaway.

3. Abarefootedpersonwalksintoahandstand,walksonhishands,comesbackdownontohisfeet,andwalksaway.

4. Achildandadultwalktowardeachotherandstop.Theadultpicksupthechildandwalksaway.

5. Amouseisrunning.Araptor(hawk,owl)fliesdownandcarriesawaythemouse,leavingonlywingprintsinthesnow.

6. Arabbitrunsdownahole.Afoxfollows,stopsatthehole,thenwalksaway.Therabbitescapesoutanotherhole.

7. Apersoniswalkingandstopswhensheseesaskunkwalkingtowardher.Theskunkalsostops.Thepersonrunsinanotherdirection.

8. Agroundsquirrelrunsintoahole.Asnakefollowsthesquirrelintothehole.Thesnakecomesbackout.Thesquirreliseitherhidingintheholeorhasbeeneaten.

Handout 8-A


n Cards


Name Date


Handout 8-B

Tracking Trace Fossi

ls

All of the following people must beobserversofthefleeting,subtlesignsleftbytheanimalstheyaretracking:

AwildlifeofficertryingtofindabearthathasbeenraidinggarbagecansandbirdfeedersinaneighborhoodAhuntersearchingforadeerinaforestedareaAwildlifebiologisttrackingthemovementofwolvesthathavebeenreintroducedintoanareatobringbalancebacktotheecosystemAparkrangerwalkingatrailtryingtoconfirmavisitor’sreportofamountainlionAsearch-and-rescueteamlookingforalosthiker

The most familiar indicator, foot-prints, is only one of many typesof temporary animal signs, calledtracefossils.

What Does a Forensic Scientist Need to Know?Thereisanarttofindingtracksandothertracefossilsinnatureoracrimescene. Investigators and scientistsneedtorecognizesubtleimpressionsfromtracksandknowwheretolookforothertrace(temporary)fossilsthatananimalhasleftbehind.Knowledgeof the animals that naturally live inthe ecosystem is essential. Once the

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evidenceiscollected,thescientistcanmakemeasurementsandlookfordis-tinguishingcharacteristicstoidentifythe animal. Telling the “story” be-hindthetracefossilsishelpedbythescientist’sknowledgeoftheanimal’snaturalbehaviors.

What Is a Track?A track usually refers to a footprint,butitcanalsobeamarkonthegroundleftfromananimal’stail,wing,hand,orotherbodypart.Peopleleaveotherunique tracks from objects like tires,skis,orsnowmobiles.

What Are Trace Fossils?Trace fossils are temporary piecesofevidence,includingtracks,bones,shells, feathers, impressions, trails,burrows, nests, borings, and scat.Eachcangivecluesaboutwhowaswhereandwhathappened.

Why Are Animal Tracks Important?Human and other animal tracksare studied formany different rea-sons.Besidesthesituationslistedatthe beginning of this handout, lawenforcement officers can follow thetracksofasuspectorvictimandusetracksorother trace fossils to iden-tifysomeoneinvolvedinacrime.





Name Date

Handout 8-B

Tracking Trace Fossi

ls

Asingleanimalfootprintcantellthetracker the species, the animal’s ageandgender,thedirectionoftravel,andtheapproximatetimeordaytheani-malwasthere.Amoredetailedstoryof the animal becomes clear when aseriesoftracksisfound.Thisgroupoffootprintsandothersignscouldshowhow the animal was moving (run-ning,walking,trotting),aswellasitsspeed,health,orbehavior.

Are All Trace Fossils Useful Evidence?Not all trace fossils are equal in awildlife crime investigator’s eye.The most powerful evidence comesfromthebodyoftheanimalvictimor human suspect. Feathers, hair,blood, and bones all contain cellswithDNAthat,whentested,canbematchedtoasingleindividual.Bodycells,andDNA,canoftenbecollect-edfromclothes,blankets,andothermaterials that touched the body oftheanimalorperson.

Other trace fossils like burrows,nests, and tree scrapings are help-ful in identifying a species of ani-

mal, but unless DNA is found, theevidence would describe a groupinstead of an individual. Anothertype of indirect, or circumstantial,evidence is from tracks. Footprints,shoe prints, and tire tracks againnarrowthefocusandcaneliminateanimal species or human individu-als,buttheyarenotadirectlinktoan individual. It is possible to con-vict a suspect with a large body ofindirect evidence, though DNA isevidenceofchoice.

What Did You Discover About Tracks and Trace Fossils?

1. Whatisthedifferencebetweenatrackandatracefossil?

2. What additional informationcould you gather from a seriesof tracks that you could not getfromasingletrack?

3. Name an animal that lives inyourcommunity.Describesever-alkindsoftraceevidenceitmightleaveandwhereyouwouldlooktofindthattraceevidence.

Which trace fossil evidence would crime investigators prefer to find at a crime scene: hair or a footprint? A nest or a feather? Justify your answers.Can you identify an individual from a shoeprint? Defend your answer.

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Name Date


Your Job Asawildlifebiologist,youhavebeenaskedtoidentifythetracksofwildlifespecies living inanewprotectedwildernessarea.After identifyingthesetracks,youwillresearchanddesignavisitors’fieldguidetothearea,giv-inginformationabouteachspecies.

Your Steps

1. Yourteacherwillgiveyou“TracksFoundinaNewProtectedWilder-ness”(Handout8-D).Measureandrecordthelengthandwidthofeachtrack.(Donotincludeclaws/nailsinmeasurement.)Thenusethe“FieldGuidetoMammalTracks”(Handout8-E)toidentifythem.

2. Designafieldguidethatincludesallofthefollowingpartsorselectedparts(asspecifiedbyyourteacher):

Cover:TitleoffieldguideIntroduction:titleoffieldguideandthenameyouaregivingtothewildernessareaanoverallandspecificexplanationofwhatvisitorscanexpecttoseewhentheyvisitthewildernessareaanexplanationofpossiblereasonswhythisareaisnowprotectedfromdevelopment

AnimalPages(includethefollowinginformationforeachanimal):nameofanimalanddrawingofanimaltrack(Optional:pictureofanimal)measurementsoftrackwrittendescriptionof(a)howthetrackcanbedistinguishedfromothersimilartracks,(b)whatothertracefossils(signs)theanimalmightleave,and(c)wherevisitorsshouldlookforthesetracefossils

Predator/PreyTable:Makeatablethatliststheanimalsandwhattheyeat.Arethereanypredator/preyrelationshipsamongtheanimalsyouareresearching?FoodRelationshipsTable:Usethe“FieldGuidetoMammalTracks”tomakeatableexplainingthefoodrelationshipsamongalltheanimalsinthearea.Thecolumnheadingsinyourtableshouldbe“Animalname,”“Typeofeater(herbivore/carnivore/omnivore),”and“Whattheanimaleats.”

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Handout 8-C

Making Tracks to Pro

tect Land:

Student Lab Investig

ation





Name Date

Handout 8-C

Making Tracks to Pro

tect Land:

Student Lab Investig

ation

3. Animal Inventory and Management Plan: Write an animal inventoryandmanagementplaninwhichyouincludethefollowinginformation:

a. Diversityofwildlifespeciesinthearea(numberandnamesofspecies)b. Numberofspeciesthatareherbivores,carnivores,andomnivoresc. Whyitisimportanttoknowtheeatingbehaviorofthespeciesbefore

decidinghowtoimprovethebalanceandhealthoftheecosystemd. Suggestionsforimprovingthehealthandbalanceofthewildernessareae. Suggestionsforothertypesofinformationthatshouldbeexaminedto

learnmoreaboutthehealthoftheecosystem

Optional Activities for the Student-Designed Field Guide Option 1: Wilderness Area Food Web Createafoodwebshowingtheconnectionsamongtheanimalsinthewil-derness areayouhave chosen foryourfieldguideandmakepredictionsofwhatotheranimalsorplantsmustalsobeintheareatosupporttheseidentifiedanimals.

Option 2: Is This a Balanced Ecosystem?Write a report in which you advise the conservation organizations andgovernmentagenciesthataremanagingthewildernessareaaboutwaystokeepbalanceintheecosystem.UseinformationgatheredforyourAnimalInventoryandManagementPlan(step3above)inyourreport.


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Handout 8-D

Tracks Found in a Ne

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Protected Wilderness

Area





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Handout 8-D


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Answers to Tracks Found in New Protected Wilderness Area

(Give thisanswersheet to studentsafter theyhave identified the tracks inHandout8-Dbyusingthe“FieldGuidetoMammalTracks”[Handout8-E]).

1 Raccoon

2 Fox

3 Mouse

4 Deer

5 Blackbear

6 Squirrel

7 Bobcat

8 Rabbit





Name Date

All track measurements are average sizes as reported in James C. Halfpenny. 2001. Scat and Tracks of the Rocky Mountains, 2nd ed. Guilford, CT: The Globe Pequot Press.

Handout 8-E

Field Guide to Mammal

Tracks

1.Blackbear 2.Bobcat 3.Cottontailrabbit 4.Coyote 5.Deer 6.Elk(Wapiti) 7.Fox

8.Mountainlion 9.Mouse10.Porcupine11.Raccoon12.Squirrel13.Stripedskunk

1. Black Bear (Ursus americanus)Front Hind

4.5×4in 7×3.5in

(11.3×10cm) (17.8×8.8cm)

Track:Fivetoes.Clawsonfrontfoot.Hind foot looks like human printbecauseofdistinctheel.

Other animals with similar tracks: Grizzly bear and Alaskan brownbeararelarger.

Habitat: Forestsandswamps ineast-ern United States; mountains andfoothillsofthewesternUnitedStates.

Habits: Usually active at night, butcanbeseenduringtheday.Eatsber-ries, nuts, insects, small mammals,eggs, and honey. Also scavengesdead animals, human garbage, andbirdseed from feeders. Adaptableto livingaroundpeopleandtowns.Climbstrees.

Other Signs (trace fossils): Clawmarks on trees to mark territory,signs of digging into ant moundsandopenlogs,largescatpilesoftenfull of seed pits from native berrybushes and sunflower-seed shellsfrombirdfeeders.


Name Date


2. Bobcat (Lynx rufus)Front Hind

2×2.1in 2.1×1.9in

(5×5.3cm) (5.3×4.8cm)

Track: Round. Four toes. Usuallydoesnotshowclaws.

Other animals with similar tracks: Lynxandmountainlionarelarger.Coyotemoreovalandshowsclaws.

Habitat: Rockledges,forests,swamps,andcaves.

Habits: Mostlyactiveatnight.Soli-tary. Eats small mammals andbirds. Dens found in hollow logsandrockcrevices.

Other Signs (trace fossils): Coversscatwithdirt.Foodcoveredtore-turntolater.

3. Cottontail Rabbit (Sylvilagus ssp.) Front Hind

1.25×1in 3.5×1in

(3.2×2.5cm) (8.8×2.5cm)

Track: Hindfootaboutmorethantwiceaslongasfrontfoot.Toeshardtodis-tinguish because the foot is coveredwithfur.Trackpatternwhenhoppinghasthelargerhindfeetprintsinfrontofthesmallerfrontfeetprints.

Other animals with similar tracks: Jackrab-bitandsnowshoeharehavelargerfeet.

Habitat:Veryadaptable.Liveswher-everthereisgrassandcover.

Habits: Dens in the ground or in abrush pile. Active day and eveningallyearround.

Handout 8-E


Tracks





Name Date

Other Signs (trace fossils): Tops ofgrasses and other green-stemmedplantsbittenoff.Tipsofnewgrowthonplantsbittenoff.Hole ingroundleadstoburrow.

4. Coyote (Canis latrans)Front Hind

2.5×2.35in 2.25×1.9in

(6.3×5.8cm) (5.7×4.8cm)

Track: Oval-shaped, claws usuallyshow.

Other animals with similar tracks: Wolvesarelarger.Foxesaresmaller.

Habitat: Prairies, open woodlands.Very adaptable—has been seen incities,deserts,andalpineareas.

Habits: Often nocturnal, but can beseen at any time. Omnivore scav-enger (eats almost anything). Eatsmostly small rodents, rabbits, andberries.Livesinagroundden.

Other Signs (trace fossils): Territorymarked with scat piles. Hole ingroundorhillsideleadstoden.

5. Deer5a. Mule deer (Odocoileushemionus)Front Hind

3.25×2.6in 3.1×2.5in

(8.2×6.5cm) (7.8×6.3cm)

Handout 8-E


Tracks


Name Date


5b. White-tail deer (Odocoileusvirginianus)Front Hind

3×1.9in 2.6×1.5in

(7.5×4.8cm) (6.5×3.8cm)

Track: Heart-shaped with slight-ly convex sides. Pointed tip of the“heart” points in the direction oftravel,likeanarrow.

Other animals with similar tracks: Prong-horns,goats,andsheephaveconcavesides.Elkislargerandwider.

Habitat: Wooded areas for cover.Moves intomeadows to feedat twi-light.Foundinalltypesofhabitatex-ceptarcticanddesert.

Habits: Mostactiveintheearlymorn-ingsandevenings.Eatsmostlytwigsandshrubs(browser).Willeatgrass-esandothergreen-stemmedplants.

Other Signs (trace fossils): Createsaflat-tened bowl-shaped area the size oftheanimalwhenitbedsdown.Ant-lersmay leave imprints in thesnowwhenfeeding.Malesshedantlers inJanuaryandFebruary.Muledeerant-lersarebranched inpairs.Whitetaildeerantlershaveprongsthatextendsinglyfromamainbeam.

6. Elk (Wapiti) (Cervus canadensis)Front Hind

4.75×3in 4.25×2.9in

(11.8×7.5cm) (10.7×7.3cm)

Handout 8-E


Tracks





Name Date

Track: Blockyheartshapewithfronttipsplitandwider.Rounded,convexsides.Thenarrowertippointsinthedirectionoftravel.

Other animals with similar tracks: Deer and pronghorn have narrow-er, smaller pads with tips comingto more of a point. The outer edgecurvesoutwardandisrounderthanmoose,sheep,deer,andpronghorn.

Habitat: Forests,mountainmeadows,andhighplains.

Habits: Activeinearlymorningsandevenings.Bedsdownintreesduringthe day. Eats grasses, herb, twigs,andbark.Usuallyseeningroupsof25ormore.

Other Signs (trace fossils): Chew marksontrunksoftrees.MalesshedantlersfromFebruarythroughMarch.Createsaflattenedbowl-shaped area the sizeoftheanimalwhereitbedsdown.

7. Fox 7a. Red fox (Vulpesvulpes)Front Hind

2×1.8in 1.9×1.7in

(5×4.5cm) (4.8×4.3cm)

7b. Gray fox (Urocyoncinereoargenteus)Front Hind

1.8×1.6in 1.7×1.6in

(4.5×4.0cm) (4.3×4.0cm)

Track: Usuallyshowsclaws.Slightlyoval print. Large spaces betweentoepads.

Other animals with similar tracks: Coy-ote and wolf larger; dog toes moresplayedversusforwardpointing

Habitat: Variety of habitats—brush,farm crops, combination of forestandopenareas,cities.

Habits: Mostactiveatnightandearlymorningbutseenatalltimesofday.Omnivore that eats insects, rabbits,mice,berries,andfruits.

Other Signs (trace fossils): Holes ingroundleadingtoden,smallbonesaround den entrance, musky-smell-ingscat.

Handout 8-E


Tracks

Red fox


Name Date


8. Mountain Lion (Puma concolor)Front Hind

3.5×3.6in 3.25×3in

(8.8×9.0cm) (8.2×7.5cm)

Track: Size of baseball. Four toes.Trackappearsround.Clawsareusu-allynotseen.Largetoemarks.

Other animals with similar tracks: Wolveshave claw marks and their track ismoreoval.Bearshavefivetoes.

Habitat: Open woodland, riparianareaswithtrees,androckycliffsandledgeswithgoodcover.

Habits: Followthedeertheypreyupon,evenintoneighborhoods.Theyalsoeatporcupines.Solitaryanimals.Mostac-tiveatnight,butcanbeseenanytime.

Other Signs (trace fossils): Often cov-ersscatwithdirt.Hidesfood.Marksterritorywithscrapes(pilesofplantpartsanddirt).

9. MouseDeer mouse (P.maniculatus)Front Hind

0.3×0.3in 0.4×0.3in

(0.8×0.8cm) (1×0.8cm)

Track: Track is smaller than a fin-gerprint.Fourtoesareinthefrontfoot;fivetoesareonthebackfoot.Hopping track patterns show thelarger back feet immediately infront of the smaller front feet.Leapingdistancesare3–17”.Ataildragmaybevisible.

Other animals with similar tracks: Shrew tracks are larger and have

Handout 8-E


Tracks





Name Datefive toeson the front feet.Thevoledoesnotshowataildragmark.Usu-allytrotsinsteadofjumping.

Habitat:Differentspeciesofmicearefoundinalmostanyhabitat.

Habits: Activeatnight.Livesinbur-rows or sheltered ground nests ofgrass, sometimes around houses.Stashes seeds in different locationsnearnest.

Other Signs (trace fossils): Nests ofgrass and leaves are found in bur-rows, wood piles, and tree cavi-ties.Pilesofnuts,seeds,andemptyshells.Tiny,oval-shapedscatpellets.

10. Porcupine (Erethozon dorsatum)Front Hind

1.7×1.3in 2.7×1.7in

(4.3×3.3cm) (6.8×4.3cm)

Track: Track leaves a rough texturebecause the sole is covered withsmall nubs. The front foot has fourtoes;thehindfoothasfive.Thetrackpattern often shows a pigeon-toedwalk, with the toes turned slightlyinward.Thetaildragmaybecontin-uousbetweenfeet.Bellydragmarksmaybevisibleinthesnow.

Other animals with similar tracks: Roughtextureoftracksmakethemunique.

Habitat: Lives in forested areas orplaceswithshrubs.

Habits: Mostactiveatnight. Spendsmostof its time in the topsof treeschewing bark. Awkward on theground. Eats small twigs, inside ofbark,andleafbuds.Likessalt.Doesnot hibernate. Dens found in rockcavesandhollowtrees.

Other Signs (trace fossils): Pieces ofchewed-off green twigs scatteredaround the base of a tree. Patchesofbarkmissingfromthetrunkandbranches.

Handout 8-E


Tracks


Name Date


11. Raccoon (Procyon lotor)Front Hind

2.5×2.5in 4×2.3in

(6.3×6.3cm) (10×5.8cm)

Track: Fiveslendertoes,largerround-edtips,longslenderheel.Lookslikesmallhumanhandsandfeet.

Other animals with similar tracks: Riverotterhastoewebbing.Minkissmaller.

Habitat:Banksoflakesandstreams,stormdrainsincities.

Habits: Commonvisitortotrashcansand bird feeders. Nocturnal omni-vorethateatsmanytypesofplants,seeds,andanimals—fruits,nuts,in-sects,crayfish,eggs,andfrogs.Livesindensmade indead trees,hollowlogs,andtheground.

Other Signs (trace fossils): Scrapemarksandholesbesidestreamsfromdiggingforcrayfish.Pilesofcrayfish

exoskeletons.Holesindirtfromdig-gingforworms.

12. Squirrel12a. Red squirrel (Tamiasciurus hudsonicus)

12b. Eastern gray squirrel (Sciurus carolinensis)

Front Hind

1×1in 0.9×1in

(2.5×2.5cm) (2.3×2.5cm)

Track:Track is thesizeofa thumb-print. The front foot has four toes;thebackfoothasfivetoes.Canleapuptothreefeet.Trackpatternsshowthe larger back feet in front of thesmallerbackfeetbetweenleaps.

Other animals with similar tracks: Chip-munks have smaller tracks; marmotshavelargertracks.Theprairiedogandgroundsquirrelhavelongclaws.

Handout 8-E


Tracks





Name Date

Habitat: Red squirrels live in conif-erous forests of the United States,Canada, and Alaska. Eastern graysquirrels live in deciduous forests,parks,andcommunitiesintheeast-ernandsouthernUnitedStates.

Habits: Active during the day allyear. Makes nests of grass, sticks,andleavesintreesorunderstumpsor logs. Feeds on a wide variety ofplant parts (seeds, nuts, conifercones),eggs,andfungi.

Other Signs (trace fossils): Tunnel run-ways under the snow. Nut stashes.Leavepilesofpineconescalesandpar-tiallyeatenconesatthebaseoftrees.

13. Striped Skunk (Mephitis mephitis)Front Hind

1.5×1.25in 1.9×1.4in

(3.8×3.1cm) (4.8×3.5cm)

Track: Thistrackisaboutthesizeofateaspoon.Eachfoothasfivelongtoes,withthefronthavinglongclaws.

Other animals with similar tracks: Bad-gershavebiggertracks.

Habitat: Found in many differenthabitats, including grasslands anddeserts.Livesinabandoneddensorhollowlogs.Canlivenexttoandun-derbuildings.

Habits: Mostly active at night andearly in the morning. Can dig outsmall rodents. Eats insects as wellas small mammal and bird eggs.Doesnothibernate.

Other Signs (trace fossils): Muskyodorcarried long distances and easy toidentify. Remains of insects, a tornupnest,orpuncturedeggs.Upto8”diameterconicalholesleftafterdig-gingforinsects.

Handout 8-E


Tracks




Many resources are listed throughout this book under the relevant topic. Here are additional resources for teaching wildlife forensics.

All about blood, blood types: What are they. n.d. Australian Red Cross. www.arcbs.redcross.org.au/Donor/aboutblood/bloodtypes.asp

Brickson, B. 1994. A drop of blood, a tuft of hair, and a little DNA. Pa-cific Discovery (Fall): 25–30.

Buyer beware! n.d.. World Wildlife Fund. www.worldwildlife.org/ buyerbeware

Digest of federal resource laws of interest to the U.S. Fish and Wildlife Service. n.d. U.S. Fish and Wildlife Service. www.fws.gov/laws/lawsdi-gest/indx.html

Dendy, L. 1994. Animal crimes animal clues. Ranger Rick (Jan.): 36–44.

Dunn, T. 2003. Caught, after the act: How crime solvers use scientific sleuthing to stay hot on the trail of wildlife criminals. Smithsonian Na-tional Zoological Park ZooGoer 32(6).

Endangered species handbook. n.d. www.endangeredspecieshandbook.org/legislation

Federal laws and related laws handbook. n.d. New Mexico Center for Wildlife Law. http://ipl.unm.edu/cwl/fedbook/airhunt.html

Facts about federal wildlife laws. n.d. U.S. Fish and Wildlife Service. www.turnerlearning.com/efts/species.970730/wildlaw.html

Helmenstine, A. M. n.d. Acid/base indicators. About.com. www.chemis-try.about.com/library/weekly/aa112201a.htm

Helmenstine, A. M. n.d. How to make red cabbage indicator. About.com. www.chemistry.about.com/library/weekly/aa012803a.htm

I would like to donate blood—do they need all blood types or just certain ones? n.d. How Stuff Works. www.howstuffworks.com/question593.htm

International illegal trade in bears. 2005. World Society for the Protec-tion of Animals. www.wspa.org.uk

Jackson, D. M. 2000. The wildlife detectives: How forensic scientists fight crimes against nature. New York: Houghton Mifflin.

Kelly, B., ed. 2005. Big game 2005. Denver, CO: Colorado Division of Wildlife.

Meadows, D. H. Feb.14, 2000. Dead in the water. Daily Grist. www.grist.org/comments/citizen/2000/02/14/in/index.html

ADDITIONAL RESOURCES



Additional Resources

Ridges and furrows. n.d. www.ridgesandfurrows.homestead.com/index.html

Schefter, J. 1994. DNA fingerprints on trial. Popular Science (Nov.): 60–64.

Spinning skulls. n.d. University of Michigan Museum of Zoology. www.animaldiversity.ummz.umich.edu/site/topics/skullpromo.html

Tracking, tracks and signs: Mammal tracks and signs. n.d. Wildwood Survival: Wilderness Survival, Tracking, Nature, Wilderness Mind. www.wildwoodsurvival.com/tracking/mammals/index.html

Wertheim, P. A. n.d. Atmospheric superglue method. Crime and clues: The art and science of criminal investigation. www.crimeandclues.com/superglue.htm

Wild about elk: An educator’s guide. 1994. Missoula, MT: Project Wild, Western Regional Environmental Education Council, Rocky Mountain Elk Foundation.


Using Forensics: Wildlife Crime Scene! 335

ABO blood types, 55, 57–58Accidental whorl (fingerprint), 96, 98Acid rain, 123Acids, and pH, 120, 123, 124, 125Act to Prevent Pollution from Ships, 17Additional Interviews (handout), 235Adenine, 81Advisement of Rights, 292Africa. See ZambiaAfrican Elephant Conservation Act (1988), 16African Elephant Conservation Fund, 16African Wildlife Foundation, 7Agencies and Organizations With a Focus on

Wildlife Crimes and Endangered Species (handout), 2, 3, 5, 7–8, 13, 14

Agglutinogens, 45, 55Airborne Hunting Act (1956), 16Alaska, 324Alaskan brown bear, 175Anatomy antlers and horns, 35–37 fingerprints, 96 hair, 112–14, 239, 306Animal Diversity Web, 8, 31Animal Headgear Information Cards, 42–43,

240, 307Animal inventory and management plan, 169Antarctica Conservation Act (1978), 17Antarctic Specially Protected Area, 17Antibodies, 45, 47–48, 55–56Antigens, 45, 47–48, 55, 56Antlers, as evidence in crime investigation,

240, 258–59, 307Antlers and Horns (lesson), 27–43Antlers and Horns: Student Lab Investigation

(handout), 32–34Antlers Through the Seasons (handout), 39–43Arches, and fingerprint patterns, 96, 97Are You My (Blood) Type? (handout), 64–66Argentina, 95Armadillos, 148Armstrong, David M., 147Artiodactyls, 142

Atencio, Bernadette, 325–26Auditory bullae, 151

Balanced ecosystem, 169Banding pattern, of DNA fingerprint, 75, 77Bases, and pH, 120, 123, 124, 125Bats, 143BBGB indicator test, 239, 255, 275, 277, 278Bears. See also Black bear illegal wildlife trade and wildlife crime,

12 , 185–292, 319–22 teeth and skull, 150 tracks and habitats, 175, 180Beavers, 149Big Game Hunting Season for Colorado: Rifle

Seasons (handout), 205Bighorn sheep, 36, 43, 151Bile, and gall bladder, 278, 320–21Billion-Dollar Market of International Wildlife

Trade (handout), 2, 3, 4, 9–14Biodiversity Basics (World Wildlife Fund), 8Birds, and illegal wildlife trade, 12Black bear (Ursus americanus), 175, 205Blood and Blood Typing (lesson), 44–66, 237Blood transfusions, 55, 56–58 Blood Types: What Did I Discover (handout),

61–63Blood typing, of suspects in wildlife crime,

237, 245–46, 269, 306Bobcat (Lynx rufus) , 142, 151, 176Bromthymol blue (BTB), 119, 126Buonamici, Rob, 44Bushmeat, definition of, 10–11Bushmeat Crisis Task Force, 7, 15

Cameroon, 156Canine skull, 140Canines (teeth), 140, 141 , 142, 143, 148, 150Carcass tag, 206Caribou, 36, 43Carnassials, 150

Index



Index

Carnivores, and teeth, 142–43, 150Case Solved! (handout), 290–91Cast of Characters (Suspects and Witnesses)

and Character Statements (handout), 192–95

Cast members, and crime investigation, 188–89

Cat species. See also Tiger illegal wildlife trade, 12 teeth and skull, 151Caviar Emptor, 7Central pocket whorl (fingerprint), 96, 98Character statements, 192–95Check Out Those Teeth!: Student Lab

Investigation (handout), 144–45Cheekbones, 150Cheek teeth, 143, 148Chimpanzee, 78Chipmunks, 182Circumstantial evidence, 167CITES (Convention on International Trade in

Endangered Species of Wild Fauna and Flora), 7, 13, 15, 16, 17, 101, 133, 319, 320, 323

Clark, Bill, 67Colorado, and hunting laws and regulations,

205–207, 290Colorado Division of Wildlife, xvi, 8, 327–29

331–32Computers. See Web sitesCongo red (CR), 119, 126Conservation International, 7Consumers, and illegal wildlife trade, 10–11Convention on International Trade in

Endangered Species. See CITESCoral reefs, 324Cortex, of hair, 113Cottontail rabbit (Sylvilagus spp.), 149, 176–77Couplets, and dichotomous key, 146Cow family, 151Coyote (Canis latrans) skull, 151 teeth, 143, 148 tracks, 176, 177, 179Creating a DNA Fingerprint: Student Lab

Investigation (handout), 73–78Crime scene investigations (CSIs). See also

Forensic techniques; Investigation and solving; Wildlife crime

blood types, 59–60 fingerprints, 95 hair evidence, 112 public interest in, xvCrime Summary (handout), 190–91

Cuticle, of hair, 113Cytosine, 81

Data table, and information on laws and regulations, 3

Deer. See also Whitetail deer antlers, 35, 42 hunting season in Colorado, 205 teeth and skull, 151 tracks and trace fossils, 177–78Deer mouse (P. maniculatus), 180–81Defenders of Wildlife, 7DeForrest, Dr. Henry P., 95Deltas, and fingerprint patterns, 96, 97Dental formula, 146–47Dentine, of tooth, 141Denver Museum of Nature and Science, xviDepartment of Natural Resources (Michigan), 83Dermis, 96Dichotomous key, for mammal skulls, 138, 140,

146, 148–52District Wildlife Manager (DWM), 329–31DNA. See also DNA fingerprinting; DNA

fingerprints; DNA sequence hair, 112, 237, 248–49 skull identification, 135 trace fossils, 167DNA Fingerprinting (lesson), 67–82DNA fingerprints, and evidence in wildlife

crime, 247, 270–72, 309DNA: The Golden Key of Forensic Evidence

(handout), 80–82DNA sequence, 81DNA Strand From Hair Evidence (handout),

249, 270Dog family, 151. See also CoyoteDorian, Pat, 25Double loop whorl (fingerprint), 96, 98Dusting powder technique, for fingerprints,

91–92, 99

Eagle, 325Eagle Protection Act (1940), 17Eastern gray squirrel (Sciurus carolinensis), 182–83Electronic probes, and pH, 126Elephants, 12, 13, 67Elk (Cervus canadensis) antlers, 35, 36, 42 hunting season in Colorado, 205 teeth and skull, 152 tracks and trace fossils, 178–79



Index

Emslie, Richard, 156Enamel, of tooth, 141, 142, 143eNature, 8Endangered species, 9, 321. See also Threatened

speciesEndangered Species Act (1978), 17Endangered Species Database System (TESS), 11Endangered Species Handbook, 15Epidermis, 96Essential Questions About Crimes Against

Wildlife: Keeping an Investigator Notebook (handout), 2, 4

Essential Questions About Crime Scene Investigations (handout), 24

Evaluations and Assessments Group Evaluation, 299–302 Investigator’s Self-Evaluation, 297–98 Investigator’s Summary Packet Checklist,

295–96 overview of, 294 Setting Up a Lab Practical Assessment,

303–14Evidence, collection of from crime scene, 202,

204. See also Circumstantial evidenceEvidence List (handout), 232–34, 282Extinction, of species, 156

Farming, of bears, 319Federal Bureau of Investigation (FBI), 8, 95Feline skull, 140Field guides, 8Field Guide to Mammal Tracks (handout),

175–83, 237Field-testing, of curriculum, xviFinal Case Report on Wildlife Crime

Investigation, 286–87Fingerprint Card (handout), 94, 238Fingerprint pattern key, 96–98, 238, 309–10Fingerprints, as evidence in wildlife crime

investigation, 238, 250, 251, 273, 274Fingerprints and fingerprinting (lesson),

83–100Fish international wildlife trade, 12 water pollution and fish kill, 116Fish and Wildlife Act (1956), 16Follicle, of hair, 112Food relationships table, 168Forensic Lab Plan (handout), 281Forensic techniques. See also Wildlife crime Antlers and Horns lesson, 27–43 Blood and Blood Typing lesson, 44–66

DNA Fingerprinting lesson, 67–82 Fingerprints lesson, 83–100 Hair Identification lesson, 101–15 introductory handouts, 23–26 lab tests for investigation of wildlife

crime, 236–78 labs and training lessons in, xxiii–xiv Mammal Skulls lesson, 133–56 pH and pH Indicators lesson, 116–32 Tracks and Trace Fossils lesson, 156–83Foxes, 151, 177, 179

Gall bladder, 239, 275, 278, 280, 319, 320–21Galton, Francis, 95Game Thief Hotline (Maine), 25GC pair, of DNA fingerprint, 74Gel box, and DNA fingerprints, 74, 75, 77Gel electrophoresis technique, 69Goddard, Ken, 23, 323–24Go Fish Program (Wildlife Conservation

Society), 8Gray fox (Urocyon cinereoargenteus), 179Grizzly bear, 175Ground squirrels, 150, 182Group Evaluation, 299–302Guanine, 81

Habitats, and animal tracks, 175–83Hair, and evidence from crime scene, 237–39,

247–49, 252–54, 270Hair Identification (lesson), 101–105Handouts Antlers and Horns lesson, 29, 32–43 background information on crimes

against wildlife, 2, 4–19 Blood and Blood Typing lesson, 46, 52–66 DNA Fingerprinting lesson, 70, 73–82 Evaluation and Assessment, 295–302,

315–16 Fingerprints lesson, 85, 95–102 Hair Identification lesson, 104, 107–15 introduction to training in forensic

techniques, 23–26 Investigation Day 2: Interviewing the Cast

of Characters (Suspects and Witnesses), 212, 213, 214, 215–25

Investigation Day 3: Sharing Interview Notes, 227, 229–35

Investigation Day 4: Forensic Lab Tests of Evidence, 249, 281

Investigation Day 6 and 7: Summarizing



Index

Findings and Charging Suspects, 285, 286–87

Investigation Day 8: Presentation of Case to the Prosecuting Attorney, 288, 290–92

Mammal Skulls lesson, 136, 140–55 pH and pH Indicators lesson, 118, 123–32 Preparing for the Wildlife Crime

Investigation, 188, 189 Tracks and Trace Fossils lesson, 157–58,

161–83Handwritten Letter to Ed Lee From Ryan

Dixon (handout), 224Hare, 149Herbivores, 141–42Hoary marmot, 142Hong Kong, 67Hormones, and antlers, 39Horns, 35–36, 151, 152. See also Antlers and

HornsHorses, 142Hours, and hunting regulations, 206Human and Healthful Transport of Wild

Mammals and Birds (1992), 18Humane Society of the United States, 7Humans, and hair evidence, 112, 114Hungary, 116Hunting laws and regulations in Colorado, 205–207,

290 tracks and trace fossils, 160Hunting Laws and Regulations for Colorado

(handout), 205–207, 290Hunting Licenses for Cory Lucero (handout),

222Hunting Licenses for Ryan Dixon (handout), 223Hydrogen and hydroxyl ions, 124

Identified by a Hair (handout), 112–15Identifying Fingerprints (handout), 95–100Illegal wildlife trade. See Wildlife tradeIncisors, 140, 141, 142, 143, 148, 149Indonesia, 133Infraorbital foramen, 149, 150Initial Crime Reports (handout), 201–204Inquiry–based strategies, xv–xvi, xix–xx, xxiInquiry and the National Science Education

Standards: A Guide for Teaching and Learning (NRC 2000), xix–xx

Insectivores, 143Interactive games, 8International Association of Chiefs of Police, 95International Fund for Animal Welfare, 7

International Gorilla Conservation Program, 8International Primate Protection League, 8, 13,

329–30International wildlife trade. See Wildlife tradeInternet. See Web sitesInterparietal bone, 149Interpol Working Group on Wildlife Crime, 67Interview Group Assignments (handout),

215–18Interviews, and wildlife crime investigation,

196, 197–98, 201, 202, 203, 212–26, 235Investigating and solving, of wildlife crimes.

See also Crime scene investigations; Wildlife crime

Forensic Lab Tests, 236–78 Investigation Day 1: Has a Wildlife Crime

Been Committed?, 199–200, 210–11 Investigation Day 2: Interviewing

Suspects and Witnesses, 212–26 Investigation Day 3: Sharing Interview

Notes, 227–35 Investigation Day 4: Forensic Lab Tests of

Evidence, 279–81 Investigation Day 5: Forensic Lab Tests

Continue, 282–84 Investigation Day 6 and 7: Summarizing

Findings and Charging Suspects, 285–87

Investigation Day 8: Presentation of Case to the Prosecuting Attorney, 288–92

overview of, 186–87 Preparing for, 188–209Investigation Day 1: Has a Wildlife Crime

Been Committed?, 199–200, 210–11Investigation Day 2: Interviewing Suspects

and Witnesses, 212–26Investigation Day 3: Sharing Interview Notes,

227–35Investigation Day 4: Forensic Lab Tests of

Evidence, 279–81Investigation Day 5: Forensic Lab Tests

Continue, 282–84Investigation Day 6 and 7: Summarizing

Findings and Charging Suspects, 285–87Investigation Day 8: Presentation of Case to

the Prosecuting Attorney, 288–92Investigator’s Self–Evaluation, 297–98Investigator’s Summary Packet Checklist,

295–96Iodine crystals technique, for fingerprints, 86,

93, 99Ion Balancing Act of pH (handout), 123–28Irwin, Steve, 332



Index

Jackrabbits, 149, 176Jane Goodall Institute, 8Jigsaw activity, 3

Kane, Doug, 25Keratin, 36, 112Key to Skulls of North American Mammals:

Student Lab Investigation, 146–54, 239, 257Knowing Hair Inside Out: Student Lab

Investigation, 107–11K-W-L format, xxvi

Lab exercises Antlers and Horns, 32–34 Check Out Those Teeth!, 144–45 Creating a DNA Fingerprint, 73–78 Forensic Lab Plan, 281 Investigation Day 4: Forensic Lab Tests of

Evidence, 279–81 Investigation Day 5: Forensic Lab Tests of

Evidence, 279–84 Key to Skulls of North American

Mammals, 146–54 Knowing Hair Inside Out, 107–11 Lab Practical Assessment, 303–14 Leave Only Fingerprints, 89–93 Making Tracks to Protect Land, 168–69 Preparing for Investigation Day 4, 236–78 Teaching pH With pH Indicators, 129–32 training sessions and, xxiii–xivLab Practical Assessment, 303–14Lacey Act (1900), 13, 18Lagomorphs, 149Lamb, Mark, 327–29Landsteiner, Karl, 55Latent fingerprint, 90, 98–99Laws and regulations background information on crimes

against wildlife, 3, 13, 15–19 hunting in Colorado, 205–207, 290 protection of bears, 319Leave Only Fingerprints: Student Lab

Investigation (handout), 89–93Lessons Antlers and Horns, 27–43 Blood and Blood Typing, 44–66 DNA Fingerprinting, 67–82 Fingerprints and Fingerprinting, 83–100 Hair Identification, 101–105 Mammal Skulls, 133–56 pH and pH Indicators, 117–22

Tracks and Trace Fossils, 156–83Lewa Wildlife Conservancy (LWC), 31Licenses, for hunting, 206, 222, 223Logarithmic scale, for pH, 121, 125Logistics for Wildlife Crime Investigation

Interviews (handout), 197–98Loops, and fingerprint patterns, 96, 97–98Lynx, 151, 176

MailExpress Receipt (handout), 208, 238, 250, 273Maine, and wildlife crime, 25–26Maine Department of Inland Fisheries and

Wildlife, 25Making the Arrest (handout), 292Making Tracks to Protect Land: Student Lab

Investigation, 168–69Mammal Skulls (lesson), 133–56Marine biology, 324Marine Mammal Protection Act (1972), 18–19Marine mammals, and illegal wildlife trade, 12Marmots, 182Maslach, Joe, 25Matching Blood Types (handout), 55–60McGreal, Shirley, 329–30Medicines, and illegal wildlife trade, 239,

255–56, 320Medulla, of hair, 113, 114Medullary index, 114Mice, 150, 180–81Michigan, and wolf poaching case, 83Microscopic structure, of hair, 113Migratory Bird Treaty Act (1918), 19Mining, and water pollution, 116Mink, 182Molars, 140, 141, 151Molds, of mammal skulls, 136Monterey Bay Aquarium’s Seafood Watch

Program, 8Moose antlers, 39, 42 hunting season in Colorado, 205 wildlife crime in Maine, 25–26Mountain goat, 43, 151Mountain Gorilla Veterinary Project, 8Mountain lion (Puma concolor), 151, 176, 180,

205Mule deer (Odocoileus hemionus), 42, 44, 152,

177–78Mystery Track Pattern Cards (handout), 161–65

National Bureau of Criminal Identification, 95



Index

National Eagle and Wildlife Repository, 325–26

National Fish and Wildlife Forensics Laboratory (Oregon), xv, 7, 23, 323

National Geographic News, 315National and International Wildlife Laws and

Agreements (handout), 2, 3, 15–19National Native American Eagle Feather

program, 325National Science Education Standards Antlers and Horns lesson, 28 Blood and Blood Typing lesson, 45–46 connections between lessons and, xix, xxi DNA Fingerprinting lesson, 69–70 Fingerprints lesson, 84–85 Hair Identification lesson, 103 Mammal Skulls lesson, 135 pH and pH Indicators lesson, 117–18 Tracks and Trace Fossils lesson, 157National Wildlife Federation, 8Naturewatch, 8Neutral scale, and pH, 124–25Nevada Department of Wildlife (NDOW), 44New Mexico Game and Fish, 27New Mexico Center for Wildlife Law, 15New Wildlife Crime: You’re in Charge

(handout), 315–16New York Civil Service Commission, 95New York State Prison System, 95Notebooks criminal investigation, 187 forensic lab scientists, xxvi resources for, xxviiNucleotide base pairs, 73, 74–75, 81, 82

Omnivores, 143Online research. See Web sitesOperation Game Thief (OGT), 25, 27, 315Opossums, 148Owl pellets, 146

Pancreas, 278Pattern key, for fingerprints, 96–98PCR (polymerase chain reaction), 82Peccaries, 142Pedicles, and antlers, 36, 37Pedometers, 160Penalties, for violation of hunting regulations,

207Permission for an Interview (handout), 221Phenolphthalein (PHT), 119, 126

Photographs DNA fingerprint, 75, 77 mammal skulls, 137pH indicator test, of medicines, 239, 255–56,

275–77. See also pH and pH Indicators (lesson)

pH paper, 126pH and pH Indicators (lesson), 116–32 , 308–

309Pig family, 142Pika, 149Plain arch (fingerprint), 96, 97Plain whorl (fingerprint), 96, 98Plants, and international wildlife trade, 9Plastic impressions, of fingerprints, 99Poachers and poaching bears, 320 identities of, 13 illegal wildlife trade, 9, 101, 320 reasons for, xv rhinoceros, 156 tiger bone seizure in Taiwan, 133 Wolf Poaching Case in Michigan, 83Porcupine (Erethozon dorsatum), 149, 181Postorbital process, 151Prairie dogs, 150, 182Predator/prey table, 168Premolars, 140, 141Preparing for Investigation Day 4: Forensic

Lab Tests, 236–78Preparing for the Wildlife Crime

Investigation, 188–209Primates, 329–30Project Wild, 31Prong, of antler, 37Pronghorn antelope antlers and horns, 36, 43 hunting season in Colorado, 205 teeth and skull, 151 tracks and trace fossils, 178, 179Protection, of wildlife, 13–14

Rabbits, 142, 149. See also Cottontail rabbitRacoon (Procyon lotor), 151, 182Radial loop (fingerprint), 96, 98Radio collars, 83Rats, 150Red blood cell (RBC), 47, 48, 55, 56Red cabbage, as pH indicator, 119, 127Red fox (Vulpes vulpes), 179Red squirrel (Tamiasciurus hudsonicus), 182–83Reptiles, and illegal wildlife trade, 12



Index

Resources. See also Web sites Antlers and Horns lesson, 31 Blood and Blood Typing lesson, 60 DNA Fingerprinting lesson, 72, 82 Fingerprint lesson, 100 Mammal Skulls, 154 science notebooks, xxviiRestaurants, and illegal wildlife trade, 10Restriction enzymes, 74Rh disease, 59Rh factors, 45, 48, 58–59 Rhinoceros, 35, 156Ridge pattern, of fingerprints, 96River otter, 182Rocky Mountain Elk Foundation, 31Rodents, and teeth, 142, 149Rucks, Jeff, 331–32Rutting (mating) season, and antlers, 37–38, 40

Safety Antlers and Horns lesson, 30 Blood and Blood Typing lesson, 50 Fingerprints lesson, 85, 86 Hair Identification lesson, 105 pH and pH Indicators, 122Schedules, incorporation of curriculum into

existing, xxiiSearch-and-rescue team, and tracking, 160Sea Turtle Restoration Project, 8Self-evaluation, of investigator, 297–98Sharks, and international wildlife trade, 12Shearing teeth, 150Shepherd, Chris, 133Shopping, and illegal wildlife trade, 10–11Shrews, 143, 150, 180–81Singapore, 67Skin, anatomy of, 96Skulls, of mammals, 133–56, 239, 257, 307Skunk, 151, 183Snowshoe hare, 176Specialized Headgear: Antlers and Horns

(handout), 35–38Species. See also Endangered species;

Threatened species DNA fingerprint, 77, 80 list of threatened by human actions, 5Squirrels, 150, 182–83States, and laws protecting bears, 321. See also

Alaska; Colorado; Maine; MichiganStraddle, 160Stride, 160Striped skunk (Mephitis mephitis), 183

Strong acids, 123, 125Sumatran tiger, 133Summary of Evidence, 289Superglue (cynanoacrylate) technique, for

fingerprints, 86, 92–93, 99Surrounded by Threats: Wildlife’s Challenge

to Survive (handout), 2, 5–6Suspects and Witnesses: Time and Location

for Wildlife Crime Interviews (handout), 196

Taiwan, 133Teacher guidelines Antlers and Horns lesson, 28–31 background information on wildlife

crime, 2–3 Blood and Blood Typing lesson, 45–51 DNA Fingerprinting lesson, 69–72 Fingerprints lesson, 84–87 Hair Identification lesson, 103–106 Investigation Day 1: Has a Wildlife Crime

Been Committed?, 210–11 Investigation Day 2: Interviewing the Cast

of Characters, 212–14 Investigation Day 3: Sharing Interview

Notes, 227–28 Investigation Day 4: Forensic Lab Tests of

Evidence, 279–80 Investigation Day 5: Forensic Lab Tests

Continue, 282–84 Investigation Day 6 and 7: Summarizing

Findings and Charging Suspects, 285–87

Investigation Day 8: Presentation of Case to the Prosecuting Attorney, 288–91

Mammal Skull lesson, 135–39 pH and pH Indicators lesson, 117–22 Preparing for Investigation Day 4:

Forensic Lab Tests, 236–41 Preparing for the Wildlife Crime

Investigation, 188–89 Setting Up a Lab Practical Assessment,

303–14 Tracks and Trace Fossils lesson, 157–60Teeth, and mammal skulls, 135, 140–43Teeth Tell All (handout), 140–43Television, and crime scene investigations, xvTented arch (fingerprint), 96, 97Testing pH With pH Indicators: Student Lab

Investigation (handout), 129–32Testosterone, and antlers, 39, 40, 41Thailand, 101



Index

Threatened species. See also Endangered species

bears, 319 definition of, 9 Hair Identification, 101Threats, categories of, 3Thymine, 81Tibetan Antelope, 101Tiger, 133Time, and methods for shortening curriculum,

xxiii–xxviTimeline of Wildlife Crime in Ward, Colorado

(handout), 209Tine, of antler, 37Tire tracks, 237, 242–44, 261–68Trace fossils, 158–59, 166–67. See also Tracks

and Trace Fossils lessonTracking Trace Fossils (handout), 166–67Tracks, as evidence in wildlife crime

investigation, 242–43, 260, 307. See also Tire tracks

Tracks Found in a New Protected Wilderness Area (handout), 170–74

Tracks and Trace Fossils (lesson), 156–83. See also Tire tracks

Trade. See Wildlife tradeTRAFFIC (Wildlife trade-monitoring

network), 7, 9, 10, 13, 15, 133, 315Tree squirrels, 150Trophy hunters, 27, 28Tusks, 142

Ulnar loops (fingerprint), 96, 98U.S. Fish and Wildlife Forensics Laboratory:

The Real Thing (handout), 23U.S. Fish and Wildlife Service, xvi, 7, 11, 13, 15University of Michigan, Museum of Zoology,

146University of Washington, 67Unlocking the Mysteries of Blood Types

(handout), 52–54Ursodeoxycholic acid (UDCA), 322

Velvet, and antlers, 35, 36, 37, 39Visible fingerprint, 90, 99Vutetich, Juan, 95

Walrus, 326Wapiti. See ElkWarden Service (Maine), 25

Washington, George, 55Wasser, Sam, 67Water, and pH, 123Water pollution, and fish kill, 116Weasels, 151Web sites. See also Resources additional resources, 333–34 background information on crimes

against wildlife, 3, 7–8, 15 bears and illegal wildlife trade, 322 Blood and Blood Typing lesson, 51 DNA Fingerprinting lesson, 72 Hair Identification lesson, 106 Mammal Skulls lesson, 139 Operation Game Thief, 315 pH and pH Indicators lesson, 122 Tracks and Trace Fossils lesson, 160 training in forensic techniques, 31West African black rhinoceros, 156What Did I Discover About Mammal Skulls?

(handout), 155What Do We Know So Far? (handout), 283–84Whitetail deer (Odocoileus virginianus), 42, 141,

152, 178Whorls, and fingerprint patterns, 96, 98Wild About Elk: An Educator’s Guide (Project

Wild), 31Wild Bird Conservation Act (1992), 19Wilderness area food web, 169Wildlife Conservation Society, 8Wildlife crime. See also Crime scene

investigations; Forensic techniques; Investigating and solving; Poachers and poaching; Wildlife trade

background information on, 2–19 Blood and Blood Typing lesson, 44 differences between forensic curriculums,

xxi DNA Fingerprinting lesson, 67–68 Hair Identification lesson, 101–102 Mammal Skulls lesson, 133 Moose Slaughter in Maine, 25–26 New Wildlife Crime: You’re in Charge,

315–16 pH of river and fish kill, 116 Wolf Poaching Case in Michigan, 83Wildlife Education Manager, 331–32Wildlife International, 8Wildlife Officer Badges (handout), 225Wildlife trade (illegal) Antlers and Horns lesson, 35 background information on, 9–14 bears, 12, 185–292, 319–22



Index

description of international, xv Hair Identification lesson, 101Witness List (handout), 230–31Wolf, 83, 177, 179, 180World Conservation Union (IUCN), 7, 101, 156World Wildlife Fund, 7, 8

Your DNA Strand (handout), 79 Your First Wildlife Crime: Moose Slaughter in

Maine (handout), 25–26

Zambia, 67


Using Forensics - NSTA

Documents